LB 

I5Z5 


UC-NRLF 


SB    17 


CO 


I 


CHICO  i STATE    NORMAL    SCHOOL 


BULLETIN  No.   10 


PRIMARY  READING 


A  Teacher's  Manual  to  Accompany  the  Use 
of  the  State  Series  Texts 


BT 


LEILA  OSBORN 

Supervisor  of  Primary  Reading 
Chico  State  Normal  School 


S02?T 


CALIFORNIA  STATE  PRINTING  OFFICE 

SACRAMENTO 

1917 


STATE  NORMAL  SCHOOL 

CHICO,  CALIFORNIA 
PUBLICATIONS— BULLETINS 

Bulletin  No.  1.     SCHOOL  GARDENS  FOE  CALIFORNIA  SCHOOLS. 

A  manual  and  teacher's  guide  in  the  making  of  school  gardens,  especially  designed 
to  meet  the  conditions  of  California  schools.     Illustrated,  80  pages,  80  cents  postpaid. 
B.  M.  Davis,  Chico  State  Normal  School. 
Bulletin  No.  5.     Part     I,  Map  Geography. 

Part  II,  Journey  Geography  for  Beginners. 

96  pages,  30  cents  postpaid.     C.  K.  Studley,  Chico  State  Normal  School. 
Outline   Maps. 

A  series  of  nine  maps  designed  for  use  in  teaching  Map  Geography  and  to  accom- 
pany Part  I,  Bulletin  5.  Those  maps  afford  the  basis  for  a  valuable  type  of  seat 
work  and  provide  an  unusually  effective  drill  in  the  teaching  of  map  geography. 
Postpaid,  per  set  of  «  C.  K.  Studley,  Chico  State  Normal  School. 

Bulletin   No.  6.     GEOGRAPHY  COURSE  OF   STUDY    (for  use  in  the  Fifth  and  Sixth 
grades). 

A  series  of  lesson  plans  assisting  the  teacher  in  preparing  and  presenting  an  intro- 
ductory course  in  Geography,  It  follows  the  California  State  Series  Introductory 
Geography  text  and  is  designed  to  lighten  the  work  of  the  teacher  and  at  the  same 
time  bring  out  the  true  values  of  the  subject.  82  pages,  25  cents  postpaid.  C.  K. 
Studley,  Chico  State  Normal  School. 
Bulletin  No.  7.  A  SPELLING  COURSE  FOR  l  \RY  SCHOOLS. 

A  seriest  of  spelling  lessons  consisting  of  words  in  common  written  use.  These 
words  are  introduced  a  few  at  a  time  and  adequate  reviews  are  systematically  pro- 
vided. The  introduction  sets  forth  some  fundamental  principles  of  spelling  methods. 
112  pages,  25  cents  postpaid.  C.  K.  Studley  and  Allison  Ware,  Chico  State  Normal 
School. 

Bulletin  No.  8.     TRAINING  SCHOOL  ADMINISTRATION. 

An  outline  of  the  rules  and  regulations  for  the  administration  of  the  Chico  State 
Normal  Training  School.     12  pages,  5  cents  postpaid. 
Bulletin  No.  10.     PRIMARY  READING. 

A  Manual  for  use  with  State  Series  Primer,  First  Reader  and  Second  Reader. 
Provides  a  simple,  practical  method  whereby  these  books  may  be  used  as  basal 
readers.  It  includes  phonics  work  in  detail,  provides  materials,  helps  and  devices  in 
teaching  phonics  and  reading,  both  as  an  individual  and  as  a  class  exercise,  and  out- 
lines those  mechanical  reading  habits  which  must  be  fixed  in  primary  reading. 
Leila  Osborn,  Chico  State  Normal  School.  Primary  Reading  Manual.  52  pages, 
20  cents  postpaid. 

PHONICS  FLASH-CARDS. 
Consonants. 
Blends. 
Families. 

Price  per  set,  85  cents  postpaid. 

PHONICS  SEAT  WORK.     For  work  with  Primer  and  First  Reader,  small  cards  to  be 
distributed  to  pupils  as  ne\y  phonic  elements  are  taught.     Envelopes  included. 
Price  per  set,  —  —  postpaid.      (To  be  printed  later.) 
PHONICS  CHARTS. 

No.  I.     Consonants  and  Blends. 
Nos.  II,  III,  IV,  and  V.     Families. 

Price  per  set,  65  cents,  postpaid. 
SIGHT-WORD   SEAT  WORK  FOR  PRIMES  AND  FIRST   READER.     (To  be  published 

later.) 
Small  cards  to  be  distributed  as  new  sight  words  are  taught.      Envelopes  included. 

Price  per  set, postpaid.      (To  be  printed  later.) 

MANUAL,  PHONICS  FLASH-CARDS,  and  CHARTS,  complete.     Price,  $1.70  postpaid. 
Address  all  orders  and  inquiries,  and  make  all  payments  to  the  Bulletin  Fund, 
State  Normal  School,  Chico,  California. 


CHICO     STATE     NORMAL    SCHOOL 


BULLETIN   No.   10 


PRIMARY  READING 


A  Teacher's  Manual  to  Accompany  the  Use 
of  the  State  Series  Texts 


BY 

LEILA  OSBORN 

Supervisor  of  Primary  Reading 
Chico  State  Normal  School 


30227 


CALIFORNIA  STATE  PRINTINc;  OFFICE 

SACRAMENTO 

191T 


INTRODUCTION. 

Tins  Bulletin  is  an  attempt  to  help  teachers  use  the  State  Series 
Primer.  First  Reader  and  Second  Reader.  State  Series  readers  are 
crdinarily  used  for  supplemental  purposes,  chiefly  because  the  method 
Hint  has  been  adopted  involves  the  use  of  some  other  book  as  a  basal 
reader.  This  Bulletin  sets  forth  a  method  which  makes  possible  the 
use  of  the  State  Scries  Primer.  First  Reader  and  Second  Reader  as 
basal  books. 

The  method  presented  in  Fart  I  is  eclectic  in  its  character.  It  seeks 
to  combine  in  simple  ways  the  best  practices  of  successful  teachers. 
Throughout,  the  needs  of  the  average  classroom  have  been  uppermost 
in  mind  and  a  conscious  effort  has  been  made  to  avoid  complex  and 
ovcrelaborate  methods. 

A  phonics  basis  is  provided  for  all  textbook  study.  The  use  of  the 
text  follows  the  story  method.  Sight  words  are  drilled  upon  before  the 
lessons  iu  which  they  occur.  Dramatizations,  flash-cards,  charts,  black- 
board devices  and  plans  for  seat  work  are  all  included. 

The  flash-cards  for  class  use  contain  a  complete  set  of  consonants  and 
blends,  mid  all  families  of  the  Primer.  First  Reader  and  Second  Reader. 
Small  cards  in  sheets  of  2n  car* Is  each  for  individual  or  seat  work  are 
provided,  the  set  being  composed  of  the  same  phonic  elements  as  class 
flash-cards.  The  sheets  are  cut  up  into  cards,  each  pupil  being  given  a 
card  as  a  new  element  is  taught.  Envelopes  are  included. 

The  charts  are  five  in  number.  Number  I  is  composed  of  consonants, 
blends  and  endings.  Numbers  II,  III,  IV  and  V,  all  families  of  the 
Primer,  First  Reader  and  Second  Reader. 

Sight-word  seat  work  cards  are  planned.  As  each  new  sight  word  is 
taught  each  pupil  is  provided  with  one  of  the  sight-word  cards. 
Envelopes  are  also  included. 

The  following  outline  suggests  the  order  in  which  these  factors  should 
be  combined  in  teaching  the  first  three  stories  of  the  Primer: 
I.     Oral  Work. 

(a)  Telling  of  the  story  by  the  teacher. 

(b)  Free  expression  on  content  of  story  by  the  pupils. 

(c)  Oral  reproduction  of  story  by  the  pupils. 

(d)  Dramatization  of  story. 
II.     Phonics. 

(a)  Blackboard  work. 

Pictures. 

(b)  Seat  work. 

Devices. 

M676G86 


4  CHICO   NORMAL   SCHOOL. 

III.  Sight  Words. 

(a}   Blackboard  work. 
(~b)   Seat  work. 
Devices. 

IV.  Book  Work. 

(a)   Silent  study. 
(ft)   Oral  reading. 

Part  II  is  an  analysis  of  the  new  words  in  each  week's  work  and  on 
each  new  page  in  the  texts.  It  will  serve  the  teacher  as  a  schedule  for 
advance  work  in  phonies  and  sight-word  drill. 

I 'art  III  is  a  simple  plan  by  which  individual  progress  may  be  per- 
mitted and  encouraged  in  primary  reading.  The  suggestions  in  I 'art  I 
may  be  used  for  regular  class  instruction.  There  is  no  reason  why  any 
teacher,  and  especially  any  rural  school  teacher,  may  not  easily  adapt 
them  to  individual  instruction  as  shown  in  Part  III.  This  plan  of 
individual  study  and  recitation  in  primary  reading  has  gradually 
replaced  class  work  in  the  Chico  State  Normal  Training  School,  because 
the  children  make  better  progress  by  means  of  it. 

Part  IV  contains  a  simple,  practical  plan  for  class  lessons  in  reading, 
giving  an  outline  of  steps  to  be  followed  and  explaining  fully  each  step. 
Ten  mechanical  habits  to  be  earliest  formed  are  treated  also. 


PRIMARY  READING. 

PART  I. 

EARLIEST  LESSONS   IN    READING  AND   PHONICS. 

A  teacher  confronting  a  group  of  children  entering  school  for  the  first 
time  feels  a  great  desire  to  become  acquainted,  to  know  each  child's  nature 
intimately,  to  see  him  as  in  his  own  home,  free  from  classroom  formality, 
alive  and  interested  in  those  things  which  belong  to  childhood.  Stories, 
games,  activities  of  all  sorts  suggest  themselves  as  a  medium  of  getting  in 
personal  touch  with  the  little  strangers.  Effective  work  begins  when  a 
i  earlier  has  broken  down  the  barrier  of  self-consciousness,  timidity  and 
dependence  shown  by  many  children  upon  their  first  introduction  to  school 
life. 

The  oral   rendition  of  stories  by  the  teacher,   to  be  worked  up  later  as  What  the 
reading   1.  .1  good  place  to  begin  to  arouse  the  child's  interest,  to 

hold  his  attention  and  to  direct  his  thoughts — in  short  to  begin  his  mental  does 
preparation  for  reading.  No  teacher  can  be  entirely  successful  in  teaching 
reading  if  she  can  not  tell  stories  well.  Enter  into  the  spirit  of  the  story, 
be  filled  with  enthusiasm  and  show  this  enthusiasm  in  your  voice  and 
manner.  Nothing  defeats  the  purpose  of  story-telling  more  than  a  dead, 
hollow  voice.  Refrain  from  affected  poses  and  speech,  be  not  over- 
dramatic,  do  not  let  your  enthusiasm  drift  into  the  excitable  style.  If  the 
children  fail  to  respond,  fail  to  become  interested,  you  have  failed  to 
accomplish  the  purpose  for  which  the  story  is  intended.  Study  your 
failure  and  try  again. 

Dramatization   is   a   natural    response   from   children   when   a   story   has  Dramatiza- 
become  theirs.     Being  able  to  picture  vividly  in  their  minds  the  events  in  tion 
their  chronological  order,   they  are  ready  to  play  the  story,  which  should 
be  done  as  much  as  possible  by   the  children,   the  teacher  suggesting  or 

-ling  but  not  directing  each  move  or  each  bit  of  dialogue  for  the  little  Teacher 
actors.  Do  not  hold  the  children  to  verbatim  repetition  of  the  dialogue 
or  to  stiff,  painful,  studied  acting.  Their  individuality  in  expression  is  only 
far  more  valuable.  Do  not  attempt  to  force  a  diffident  child  to  take  part 
until  lie  manifests  a  desire  to  do  so.  Be  patient  and  watchful  for  the 
light  on  his  face  when  he  forgets  himself.  Such  a  light  is  sure  to  come 
if  you  are  a  successful  story-teller.  Overforwardness  or  "smartness"  is 
to  be  discouraged.  (.Miietly  ignore  such  manifestations  of  enthusiasm  and 
soon  the  child  will  be  willing  to  enter  into  the  play  in  the  right  spirit. 
If  any  children  are  to  take  part  more  frequently  or  more  prominently  than 
others,  select  those  children  who  have  least  talent  for  such  exercises.  The 
teacher  should  remember  that  dramatizations  arc  not  for  the  purpose  of 
delighting  a  spectator,  the  individual  children  are  to  lie  the  benefactors. 

Blackboard  work  begins  with  the  teaching  of  phonic  elements  which  will  Blackboard 
prepare   pupils   to  meet    phonic   words   in   the   reading  lessons.     Before  the  work 
books  are  put   into  the  children's  hands,  a  sufficient  stock  of  words  must  be 
learned  thai    the  child   may  read  without  hesitation   an  assignment  that  is 
worth  while,  say  at  least  a   pag<>  at    a    lesson.     The  words  of  the  Primer. 
First   and    Second   Headers,   in   the  order  of   their   appearance,   have   been  Phonics 
classified   as  either  sight   or  phonic  words,   and   the   phonic  words  divided 
into     the     three     classes     of     phonic     elements,     consonants,     blends     and 
"families." 

In  teaching  consonant  sounds,  many  of  them  are  successfully  introduced  To  introducc 
by  pictures.     Those  pictures  are  put  on  the  board,  one  at  a  time  as  needed,  " 
arranged  in  a  row  across  the  top  of  the  board  from  left  to  right.     When 
the  row  is  completed,  erase  the  first,  replacing  it  with  another,  then  erase 
the   second   and    replace   it.    and   so   on.      Seeing   these   pictures  often,   the 


CHICO   NORMAL  SCHOOL. 


children    are    reminded    of   the    sounds    illustrated    and    learn    them    more 
readily. 

The  following  table  of  consonants  classified  as  to  momentary  or  con- 
tinuous, sonant  (voice)  or  surd  (breath),  with  suggestions  for  pictures 
illustrating  the  sounds,  will  prove  a  guide  in  teaching  them  correctly  : 


Consonants. 
Classification          ]> 


Classification. 

Momentary-sonant 


Blends 


c     (Hard)     Momentary-surd 


Momentary-sonant 


g 
h 

.1 
I 

in 
ii 


qu 


Continuous-surd 

Momentary-sonant 

Momentary-surd 

Momen  tary-son  an  t 

Momentary-surd 

Continuous-sonant 

Continuous-sonant 
( Continuous-sonant 

Momentary-surd 


Momentary-surd 


r  Continuous-sonant 
s       (Soft)     Continuous-sonant 

t  Momentary-surd 

v  Continuous-sonant 

w  Continuous-sonant 

x  Momentary-surd 

v  Momentary-sonant 


Picture. 

Mil  k  bubbling  from  a  bottle. 

"See  and  Say/'  Book  I, 

p.  12. 
Dainty  cough  as  when  pop- 

corn    sticks     in     baby's 

throat.    P.  71. 
Dove   sitting   on   dovecote. 

P.  67. 

Cross  cat.    P.  42. 
Frog.     P.  81. 

Tired  dog  on  hot  day.  P.  84. 
Engine  of  motor  boat.  P.  70. 
Liko  c. 
Children  listening  with  ear- 

to  telephone  pole.    P.  15. 
MoHier  cow.     P.  9. 
Baby  calf  answering  mother, 

P.  24. 
Child    blowing    candle    or 

dandelion.       Tug     boat. 

P..  39. 
Not  well  illustrated.  Ducks 

talking  among  themselves. 

P.  97. 

Cross  dog.     P.  21. 
Snake.     P.  18. 
\Vaich  ticking.     P.  59. 
Steamboat  whistle.   Hum  of 

electric  car.     P.  90. 
Wind  in  tall  trees.     P.  94. 
Engine  waiting  for  passen- 

gers to  board  train.  P.  101. 
Nol  well  illustrated. 


&}-  (Hard)     Continuous-sonant    Bees  at  beehive.     P.  27. 


pr 

tr 

wr 

sc 

ser 

sh 

sk 

si 

sm 

sn 

sp 


spl 

spr 

squ 

st 

str 

sw 

th 

thr 

ch 

wh 


PRIMARY  RE  AD  IX'.;. 

All  blends,  with  the  exception  of  sh  and  ch.  must  be  taught  as  sight 
elements  as  they  are  not  illustrated. 

er  Taught  also  as  a  family.  Endinfls 

ed  Taught  also  as  a  family. 

es 

ing  Taught  also  as  a  family. 

s 

The  teacher  must  be  very"  careful  to  know  that  children  are  learning  to 
-oiinds  correctly.  In  teaching  consonants  which  are  not  introduced 
by  pictures  and  blends  and  families,  let  the  pupils  hear  and  see  you  give 
the  sounds  a  number  of  times.  Then  watch  them  as  they  give  the  sounds, 
noting  particularly  the  position  of  tongue  and  lips.  This  must  be  done  for 
all  sounds  taught.  Then  place  the  element  on  the  board  and  drill  for 
recognition.  Combine  a  new  consonant  or  blend  with  families  already 
learned  to  make  words  familiar  to  the  children.  After  the  first  six 
elements  have  been  taught,  lead  the  children  to  build  lists  of  words, 
selecting  component  parts  from  the  charts. 

The  charts  that  accompany  this  manual  are  for  drill,  review,  and  refer-  Teaching 
ence  purposes.     One  chart  is  composed  of  the  consonants  and  blends,  the  ^len.^?  and 
other  four  of  families.     They  should  be  kept  hanging  in  easy  view  during 
the    phonics    work    and    left   on   display    continuously    if   wall   space   will 
permit.     Any    teacher   can    easily    make   her  own   charts,   using   a   chart- 
printer  and  court  tagboard  in  sheets  22*  by  28  inches.     Half-round  tacked 
srriirely  to  upper  and  lower  edges  and  tape  loops  for  hanging  attached  at 
upper  edge  add  to  serviceability  and  durability  of  charts. 

Though  the  use  of  the  blackboard  seems  indispensable  in  introducing 
phonic  elements,  many  devices  may  be  planned  in  both  drills  and  reviews 
in  the  use  of  flash-cards.  The  following  are  a  few  often  used  successfully  :  Charts 

1.  Arrange  cards  for  all  elements  taught,   in  a  pack.     Hold  the  cards 
before  the  class,  taking  the  one  at  the  back  and  putting  it  in  front,  requir- 
ing the   (a)   class,  or   (6)    individuals,  to  give  the  element  before  another  Flash-cards 
card  covers  it  up. 

2.  Arrange   all   the   known  cards  in   the  cUalk-tray,   the   families  being 
separated    from    the   consonants    and    blends.     After    studying   the   cards,  Devices 
require  the  pupils   to  combine   any  consonant  or  blend  with  any   family 
where  the  combination  gives  a  sensible  word.     The  pupil  places  the  con- 
sonant or  blend  before  the  family,  sounding  the  elements  and  pronouncing 

the  word  made. 

3.  With  cards  arranged  as  for  No.  2,  let  some  child  select  a  family  and 
then    collect    all    consonants    and    blends    which    will    give    words.     He 
replaces  all  the  cards  when  he  finishes  except  the  family,   that  the  next 
child  may  use  them  if  he  needs  to. 

4.  Arrange   cards   in   no   particular   order.     Provide   two   children   each 
with  a  pointer.     They  are  required  to  "race"  in  finding  any  element  called 
for.     The  teacher  may  call  for  the  elements  to  be  found  or  some  pupil 
may.     Repeat   for  several  pairs  of  children,  being  careful  that  the  more 
diffident   children    have   equal    opportunities   with   the   more   self-confident 
ones. 

."..  Arrange  •  anls  as  for  No.  4.  Ask  to  have  certain  cards  brought  to 
your  desk,  Continue  until  all  are  brought. 

6.  One  pupil  steps  outside.  The  class  decides  upon  a  certain  element. 
The  one  outside  is  admitted  and  requested  to  search  out  the  element 

selected  by  the  class.  With  the  pointer,  pointing,  he  asks,  "Is  it  ?" 

The  pupils  reply.  "No.  it  is  not ."  or  "Yes,  it  is .*'  The  guessing 

continues  until  the  one  guessing  succeeds.  Then  repeat,  the  one  who  was 
out  selecting  the  next  one  to  go. 


8 


CHICO   NORMAL   SCHOOL. 


7.  Flash  the  cards  before  the  class,  calling  a  child  to  give  the  sound. 
If  he  fails  to  do  so  correctly  or  instantly,  give  him  the  card,  tell  him  the 
sound  and  call  upon  him  later. 

8.  Hold  the  package  of  cards  before  the  class.     Start  with   one  pupil, 
giving  him  all  the  cards  which  he  recognizes  instantly.     Shuffle  the  cards 
and  let  another  try.     Those  who  recognize  all  the  cards  win. 

9.  Children    stand   in    semicircle.     One   child   plays   on   outside   of  semi- 
circle,  standing  directly   behind   No.    1.     Slavl    in    front   of  No.   1  on   the 
inside  of  semicircle.     Hold  a  card  in  front  of  No.  1.     If  he  correctly  gives 
the  sound  before  the  one  behind   him,  lie  keeps;  his  place.      If  he  fails  to 
do  so,  he  exchanges  places  with   the  one  behind.     Move  on  to  No.  2  and 
repeat.     Continue  till  all  cards  have  been  given. 

10.  Draw    a    tree    with    apples    on    it.     Write    phonic    elements    on    the 
apples.      See  how  many  children  can  pick  all  the  apples. 

11.  Draw    birds    and    write    a    phonogram    under    each    bird.      See    how 
many  birds  fly  away    (are  erased)    when  the  phonograms  are  called. 

12.  Devices  adapted  to  certain  seasons  are  stimulating.     A  Christmas 
tree  with  phonograms  written  on  the  packages  is  appropriate  for  Christ- 
mas.    Each  child  endeavors  to  name  each  package. 

13.  Small  flags  or  pennants,  each  bearing  a  phonogram,  may  be  used  in 
February.     Distribute   the   flags,   and   the   teacher,   as  captain,   commands 
individuals  to  do  various  things,   calling  him   by  the  name  of  his  phono- 
gram.    1<  or  instance:   "  V  may  rise,  march  around  the  table,  followed  by 
'm'  and  'n'.     'ing'  may  come  to  me,"  etc.     This  device  is  best  used  in  a 
small  group  of  children  and  for  a  short  time  only. 

14.  Select  several  children  for  chickens  and  give  each  a  phonic  card,  to 
hold  where  it  can  be  seen.     Lei    one   child   be   Mother  lien   and   call   her 
Chickens. 

Individual  or  seat  work  is  probably  more  profitable  than  class  devices. 
If  each  child  is  provided  with  a  set  of  phonic  element  cards  or  with  small 
cards  which  a  teacher  may  make  with  a  chart  printer,  the  following 
devices  will  prove  practical.  The  cards  may  be  secured  in  sheets,  20  cards 
to  the  sheet.  As  a  new  element  is  introduced  the  sheet  is  cut  up  into 
cards,  each  child  being  provided  with  one  card.  Do  not  give  the  child  the 
full  set  at  first.  This  saves  time  for  him  in  searching  for  a  certain 
element  and  confusion  results  from  his  seeing  cards  which  he  does  not 
know. 

1.  Require   pupils   to   select   and   arrange   on   desk   or   table   any   given 
consonant  or  consonants,  announcing  who  finished  first. 

2.  Blend  or  blends. 

3.  Family  or  families. 

4.  Select  a  given  family  and  place  it  to  right  on  desk  or  table.     Select 
a  given  consonant  or  blend  and  place  to  left  of  family.     Class  or  individ- 
uals pronounce  word  made. 

5.  Select  given   family   and  place   to  right.     Select  all  consonants  and 
blends  as  will  combine  to  give  sensible  words.     Announce  who  has  longest 
correct  list  and  let  him  read  it. 

6.  Select    any   given   consonant    or   blend    and    place    to   left.     Arrange 
column   of   families   to   right   that   will    combine   to   give   sensible   words. 
Announce  who  has  longest  correct  list  and  let  him  read  it. 

7.  Find    elements    for    any    given    phonic    word,    whose    elements    have 
previously  been  taught. 

8.  Permit  each   pupil  to  select   family  with  which  he  wished   to  build 
list.     Invite  others  to  inspect  the  best  column  thus  made. 

As  may  be  seen  from  the  classified  vocabularies  of  the  Primer,  First 

Sight  words    and  Second  Readers  which  follow  the  phonics  work,  sight  words  must  be 

taught   also.     These   words   are    taught   by   being   put   on   the   board   and 


Seat-work 
in  phonics 


Devices 


PRIMARY 

pronounced  for  the  class  several  times  clearly  and  perfectly  enunciated. 
Then  the  class  and  finally  individuals  are  called  upon.  The  word  is  then 
placed  auioim  other  words,  previously  introduced,  for  instant  recognition 
and  drill.  In  the  followin.tr  lesson,  it  should  appear  as  a  review  word  for 
instant  recognition,  with  other  words. 

Sight-word  cards  for  s.-af  work,  as  d-'x-ribed  iu  list  of  materials  and  Seat  work 
helps  on  first  page  of  this  manual,  are  to  be  published  later.  Like  seat 
work  phoni.s  cards,  they  will  be  arranged  in  sheets  of  L'O  words  each 
which  the  teacher  may  cut  up  and  distribute  as  a  new  word  is  taught  to 
the  class.  Kim-lopes  will  be  included.  Let  each  pupil  keep  his  cards  in 
an  envelope  bearing  his  name.  The  following  devices  may  be  used  iu 
drilling  or  reviewing  words  : 

1.  Require  pupils  to  liiul  and  arrange  on  desk  or  table  a  given  word. 
Announce  who  succeeded  first. 

±  Require  pupils  to  find  and  arrange  given  words  one  by  one  in  a 
column,  then  pronounce  the  words  of  the  column  as  a  class  or  as 
individuals. 

3.  Let  pupils  ''race"  to  see  who  can  find  two  given  words,  both  words 
being  given  at  the  same  time.  This  device  affords  an  opportunity  for 
memory  training,  which  is  perhaps  its  best  feature.  Three  or  four  words 
might  be  given. 

When  all  words,  either  sight  or  phonic,  have  been  introduced,  drilled 
upon  and  learned  by  each  child,  effective  silent  study  has  been  provided  silent 
for.  I  do  not  mean  by  this  that  a  child  is  ready  to  attempt  book  work,  s*"dy 
having  gone  through  a  mechanical  word-drill.  In  that  portion  of  the 
reading  period  devoted  to  word-getting,  each  child  should  actually  learn 
his  words  so  that  when  he  comes  upon  those  same  words  later,  recog- 
nition is  instantaneous.  No  teacher  should  pronounce  words  for  children 
during  the  book  work.  When  we  remember  that  study,  following  effective 
word-drill,  is  for  the  purpose  of  gleaning  thought,  we  see  the  great  need 
for  determining  exactly  that  each  child  knows  each  word  before  study 
begins.  Mechanical  difficulties  having  been  overcome  in  advance,  the 
pupil's  mind  is  free  to  read  ideas  and  not  mere  words.  Since  children 
learn  to  read  independently  by  reading  independently,  silent  study  of  the 
lesson  is  one  of  the  most  important  steps  in  the  preparation  for  oral 
reading. 

In  order  that  the  first  sounds  to  be  taught  be  not  abstract  and  meaning-  Fjrst 

them,  the  pupils  should  hear  words  being  broken  into  component  phonics 
elements  and  be  encouraged  to  reunite  those  elements  to  make  words.  lessons 

The  first  phonic  period  and  part  of  each  following  phonic  period  for  the 
first  week  is  devoted  to  giving  directions  to  the  pupils,  in  words  broken 
up  into  their  phonic  elements.  Say  to  them :  "I  am  wondering  if  you  can 
do  these  things.  See  if  you  can  understand  me.  Point  to  the  w-all. 
Point  to  the  fl-oor.  Point  to  the  d-oor.  Point  to  your  h-ead.  Hold 
up  your  h-and.  Hold  up  one  f-oot.  You  may  st-and  by  your  chair. 
You  may  r-iui  to  me.  You  may  sk-ip  back  to  your  chair.  You  may 
h-op  on  one  f-oot." 

Not    every    child    responds    correctly    or    quickly    in    the    first    lesson. 
Kncourage   prompt  execution  by  words  of  praise  for  those  children  who 
understand   and    execute   readily.      Individuals   may   be   called   upon   to   do 
exercises   like   th<  se  mentioned,  but  do  not  attempt  to  force  the  diffident 
child  to  act  individually  any  more  than  in  the  earliest  dramatization. 
( 'nnsonants     r  and  h. 
Family  r<l. 

liefore  the  first  phonic -lesson  opens,  arrange  the  two  pictures  for  intro- 
ducing r  and  h.  at  the  top  of  the  board  to  the  right.     Also  a  picture  of  a  Elements  to 
house  at  some  other  place  easily  in  view  of  the  class.     The  picture  of  a  fo^fkst 
cross  dog  saying  "r-r-r-r-r"  to  a   rat  is  used  in  introducing  r.     A  tired  |esson 


10  CHICO  NORMAL   SCHOOL. 

dog  with  his  tongue  out,  lying  in  the  shade,  suggests  h.  The  first  lesson 
opens  with  your  calling  attention  to  the  picturo,  telling  the  class  that  the 
clog  says  "r,"  and  letting  thorn  collectively  and  individually  tell  you  what 
he  says  a  number  of  times.  Then  call  attention  to  the  "r"  in  the  lower 
right-hand  corner  of  the  picture,  saying.  "This  is  what  the  dog  says.'' 

Call  attention  to  the  second  picture,  saying.  "This  poor  dog  is  very 
warm.  He  lies  there  saying  'h-h-h-h-h'.  Let  me  hear  you  say  what  he 
says.  Now  just  once.  Again.''  Class  and  individuals  give  sound  \vhile 
you  watch  their  lips.  "Now  this  is  what  the  tired  dog  says."  showing  the 
"If  in  the  lower  right-hand  corner  of  picture,  and  then  pulling  several  on 
the  board.  Point  to  first  picture  and  ask  for  sound  of  r.  Then  to  second, 
asking  for  sound  of  h.  "Now  put  one  arm  on  the  table  and  put  yuMV 
head  down  on  it.  Close  your  eyes."  Put  quickly  on  the  board,  low  enough 
for  pupils  t<>  reach,  h  and  r  a  number  of  times  each.  "Eyes  open.  I  am 
looking  for  some  one  with  bright  eyes  and  quick  fingers  who  can  point  to 
all  the  r's.  Robert,  can  you  do  it ''.  Try.  'Very  good,  Robert.  Who  can 
find  every  h?  You  may.  Frank." 

"Alice,  you  may  be  a  hunter.  Take  this  eraser  for  your  gun.  Hunt 
every  r  and  erase  it.  Very  well  done,  Alice.  Which  hunter  will  find 
every  h?  [Volunteers.]  You  may,  Rose." 

"What  kind  of  a  house  do  you  live  in.  NoraV  [A  small  house,  a  big 
house,  a  white  house,  a  brown  house,  will  perhaps  be  suggested.]  Here  is 
a  little  house  on  the  blackboard.  Frank  belongs  to  the  Brown  family, 
doesn't  he?  And  Joe,  you  belong  to  the  Graves  family.  The  family  living 
in  this  little  house  is  the  ed  family."  Place  ed  on  the  house.  Say  it 
se\-cra  1  times  with  the  pupils  watching  you.  "I>et  me  hear  you  say  the 
name  of  the  family."  Children  here  should  reply  "ed"  :  not  "ed  family." 
"\\V  are  going  to  leave  this  house  on  the  board.  Later  we  shall  build 
another  house  near  it,  for  another  family  is  coming."  Here  closes  the 
first  phonic  lesson. 

Review  r,  h,  and  ed. 
Introduce   en,  f.  and  ound. 

"I   am   thinking  of  that  cross   dog  in   the   picture.     Do   you   remember 
what    he  saysV     Come  to  me,  Joe,  and  tell  me  so  softly  that  no  one  will 
Second  hear  you,  what  he  says.     You  remember  it  well.     Come  here,  Alice.     Alice 

remembers  too.  Lawrence  may  come.  You  are  thinking  of  the  tired  dog. 
Let  us  tell  Lawrence  what  the  cross  dog  is  saying.  Again.  Again.  Now 
Lawrence,  let  me  hear  you  say  it.  Again.  Now  do  you  know  what  the 
tired  dog  is  saying?"  [Volunteers  to  whisper  it.]  Put  both  r  and  h  on 
board  several  times  with  eyes  closed  as  in  yesterday's  lesson.  Ask  to  have 
one  r  erased ;  two  h's  ;  the  remaining  r's ;  the  remaining  h's.  "We  left  a 
family  living  in  this  house  yesterday.  It  is  still  there.  What  family  was 
it,  \Villiam?  Dorothy?  Richard?  Howard?  May?  Alice?"  Not  all 
will  remember  it  correctly,  but  each  one  should  be  called  upon,  just  for 
the  stimulation  of  being  asked  the  question,  and  expected  to  reply.  It  is 
very  difficult  to  get  desired  results  with  children  sitting  still  and  thinking. 
The  entrance-class  babies  should  be  called  upon  to  do  more  than  sit.  Plan 
such  devices  as  will  require  much  activity. 

"I  have  built  another  house  on  the  same  street  with  the  'ed'  family. 
The  family  moved  in  last  night.  It  is  the  'en'  family."  Say  it  several 
times.  Require  class  and  individuals.  Label  the  house  "en".  Now  point 
to  ed  ;  to  en  for  drill.  Put  en,  ed.  r,  and  h  on  board,  requiring  individuals 
to  tell  what  sound  each  has  as  it  is  put  on  the  board.  When  a  consider- 
able number  are  on  the  board,  provide  twro  pupils  with  pointers  and  let 
them  "race"  in  finding  the  element  you  call  for.  '  Do  not  let  the  same  two 
children  race  long,  call  upon  two  more,  and  so  on,  until  all  have  had  the 
opportunity. 


PRIMARY   HI-: Al> I  11 

Before  the  second  lesson,  arrange  a  picture  of  a  cross  cat  saying 
"f-f-f-f"  to  a  puppy.  Direct  the  children's  attention  to  it,  telling  them 
that  the  cat  says  "f-f-f-f".  After  letting  them  see  and  hear  you  say  it 
five  or  more  times,  ask  them  to  give  the  sound  as  a  class,  then  as 
individuals.  Now  f  is  ready  to  be  placed  among  the  known  elements  for 
drill.  Arrange  elements  on  the  board  again  as  before,  then  let  individuals 
point  for  their  own  recitation.  Select  some  pupil  to  be  "it".  Another 
child  to  be  doorkeeper.  The  doorkeeper  lets  "it"  outside  the  room.  Those 
remaining  decide  upon  a  certain  element  to  be  searched  out  by  "it"  when 
readmitted.  The  element  decided  upon,  "it"  is  readmitted  and  with  the 

pointer  points  to  one  after  another,  asking,  "Is  it ?"     "Is  it  ?", 

the  class  replying,  "No,  it  is  not  "  or  "Yes,  it  is  ",  if  the  right 

one  is  found.     "It"  chooses  the  next  one  to  go  out,  and  the  doorkeeper 
chooses  his  successor. 

Draw  another  house  somewhat  larger  than  the  other  two.     Explain  that 
another  family  has  come  to  live  on  this  street,  a  larger  family.     Label  the  Third 
house  "ound".     Let  pupils  hear  the  name  and  see  you  give  it  several  times. 
Then  let  class  and  individuals  give  it.     Now  place  it  among  the  known 
elements  for  review  and  drill  as  for  other  elements  taught. 

Here  the  charts,  the  one  of  consonants  and  blends  (No.  1),  and  the  first 
one  of  the  families  (No.  2)  may  be  referred  to.  Review  the  elements 
already  taught. 

Now  flash-card  devices  may  be  begun.  Select  the  cards  for  elements 
already  taught.  Arrange  them  along  the  chalk-tray  and  then  require  that 
given  cards  be  searched  out  and  brought  to  you.  Rearrange  the  cards  and 
have  each  pupil  find  a  different  card  from  the  one  found  first.  In  this 
lesson,  if  time  permits,  or  in  the  next,  arrange  consonant  cards  to  the  left 
in  the  chalk-tray  and  families  to  the  right.  Require  some  one  to  bring 
"r",  some  one  "ed".  Now  hold  "r"  to  left  before  the  class  and  "ed"  to 
the  right.  Ask  pupils  to  give  "r"  and  then  "ed".  Faster,  "r" ;  "ed". 
Then  put  "r"  and  "ed"  together  as  in  a  word  and  ask  for  the  word  thus 
made.  Change  the  family  to  "ound",  asking  class  to  give  the  elements 
separately  faster  and  faster  and  finally  the  word  thus  made.  The  follow- 
ing combinations  of  elements  thus  far  taught  may  be  made  :  red ;  round ; 
fed;  hen. 

Review  r,  h,  ed,  en,  f,  ound. 
Introduce  s,  eed. 

"s"  is  introduced  by  a  picture  of  a  snake  looking  at  a  baby  bird.     After  Fourth 
the  pupils  have  seen  and  heard  you  give  the  sound  carefully,  they  give  it  lesson 
as  a  class  and  as  individuals.     Now  drill  as  for  other  consonants.     Add 
another  house,  a  small  one  again,  to  the  row  of  three  and  teach  the  new 
family  "eed".     Select  flash-cards  for  all  elements  thus  far  taught.     Play 
post   office,    teacher  being  postmistress.     Hold   the   entire   pack   of  cards 
before  a  pupil,  who  says :  "Good  morning.     Have  I  any  mail  this  morn- 
ing?"    Postmistress  replies,  "I  shall  see."     The  pupil  is  given  each  card 
he  recognizes.     Then  shuffle  the  cards  and  repeat  for  another  child,  con- 
tinuing till  each  child  has  been  to  the  "post  office". 

Review  r,  h,  f,  s,  ed,  en,  ound,  and  eed. 
Introduce  it,  eat,  wh. 

Before  the  fifth  lesson  opens,  place  flash-cards  for  review  elements  in  pjfth 
the  chalk-tray  arranged  in  no  special  way.     Select  two  pupils,  preferably  lesson 
the  slower  two,  to  race  in  getting  the  cards  you  are  asking  for.     Always 
keep  in  mind  the  slow,  backward  children.     You  need  to  be  more  solicitous 
for  their  progress  and  more  particular  in  selecting  devices  suited  to  their 
ability  than  for  the  quicker  ones,  for  means  of  successfully  reaching  and 
advancing  them  will  surely  do  so  for  the  more  precocious  ones.     As  in  the 

3—30227 


12 


CHICO  NORMAL  SCHOOL. 


Phonics 
assignments 


First 

reading 

lesson 


Print 
instead 
of  script 


oral  reproduction  and  dramatization  of  the  primer  stories,  do  not  attempt 
to  force  these  children  to  take  part  in  devices  requiring  activity.  If  you 
are  skillful,  you  will  soon  discover  that  they  are  becoming  filled  with  the 
play  spirit,  are  forgetting  themselves  and  are  ready  to  take  active  part. 

In  introducing  the  sound  of  the  blend  wh,  hold  up  the  right  forefinger. 
Ask  pupils  to  do  the  same.  "Now  this  finger  is  my  candle.  The  sun 
shines  so  I  do  not  need  to  keep  it  burning.  Listen  when  I  blow  it  out ; 
wh-wh-wh-wh.  Now  blow  out  your  candles.  Now  just  once.  This  is 
what  we  say  in  blowing  out  our  candles."  Put  "wh"  on  the  board.  Drill 
as  for  consonants,  putting  wh  on  the  board  ten  or  more  times  among  the 
known  elements,  calling  individuals  quickly  by  name  to  give  the  sound  of 
the  element  you  have  just  put  on  the  board.  The  hunting  device,  two 
children  hunting  for  a  given  element,  may  be  worked.  Change  hunters 
soon.  Now  when  all  are  erased,  turn  to  the  row  of  houses,  asking  what 
family  lives  in  each  of  the  four  that  are  labeled  ed,  en,  ound,  eed.  Now 
label  the  next,  saying  this  new  family  is  just  moving  in,  a  family  with  a 
short  name.  Give  the  name  of  the  family  while  the  children  watch  you 
and  listen.  Ask  them  to  give  it,  class  and  individuals,  while  you  continue 
your  watchfulness  for  lips  not  in  correct  position. 

Label  the  next  house  "eat"  and  drill  as  for  "it".  The  lips  should  be 
wide  apart,  teeth  showing,  in  correctly  giving  this  phonogram. 

The  phonics  outline  indicates  approximately  the  amount  of  work  to  be 
finished  each  week.  In  some  instances  more  may  be  done,  in  others,  less, 
depending  upon  the  time  given  to  phonics  and  the  ability  of  the  class. 

The  story  of  "The  Little  Red  Hen,"  the  first  Primer  story,  having  been 
told  by  the  teacher,  commented  upon,  reproduced,  and  dramatized  by  the 
children,  each  child  filled  with  the  spirit  of  the  play  and  the  story,  the 
book  work  may  be  begun.  Distribute  the  books,  one  to  each  child,  at  the 
opening  of  the  fourth  (or  fifth)  lesson.  Tell  them,  "Our  Red  Hen  story 
is  in  this  book.  We  shall  learn  to  read  it.  Perhaps  you  would  like  to 
read  the  story  to  mother  as  soon  as  you  have  learned  how.  Here  are  some 
splendid  pictures  on  the  back  of  the  book.  Tell  us  what  you  see,  Howard. 
[Rabbit,  hen,  fox,  duck,  goose,  goat,  pig,  etc.]  Now  open  the  back.  No 
pictures  here.  Turn  the  first  leaf.  No  pictures.  Turn  another  and 
another,"  and  so  on  till  you  find  the  first  picture.  "Oh !  here  is  one. 
Who  is  this?  Yes,  'The  Little  Red  Hen'.  What  is  she  doing?  The  Little 
Red  Hen  is  always  busy.  What  else  do  you  see?  I  am  going  to  put  her 
name  on  the  blackboard."  Print:  "The  Little  Red  Hen"  on  the  board. 
Point  to  the  name,  moving  the  pointer  under  the  whole  name  as  you  give 
it.  Do  not  stop  for  each  word.  "Let  me  hear  you  give  it."  Point  again 
as  class  and  individuals  give  it  ten  or  more  times.  Now  give  it  yourself, 
pointing  to  each  word  separately  and  pronouncing  each  as  you  do  so. 
"What  word  did  you  hear  first?  This  is  it.  I  shall  put  a  fence  around 
it."  Draw  a  rectangle  around  it.  Print  "the"  directly  under  "the"  of 
the  name.  "What  is  this?"  Another  below  those  two.  "What  is  this?" 
Now  print  it  to  one  side,  not  in  "the"  's  column.  "What  is  this?  Read 
the  name  again."  Point  to  each  word  as  class  does  so.  "What  is  the 
second  word  you  heard,  the  one  after  'the'?"  Call  upon  individuals  until 
some  one  gives  it  correctly.  Enclose  it  in  a  rectangle.  Drill  as  for  "the". 
"Here  is  a  word  you  know,"  pointing  to  "red".  Underline  ed,  but  leave 
the  word  written  as  a  whole.  Go  to  each  child  in  the  class,  bend  over 
him,  grasp  his  hand  and  ask  him  in  a  whisper  to  tell  you  the  word.  Here 
is  an  opportunity  to  get  nearer  the  children.  Move  quickly  and  lightly, 
let  the  joy,  that  you  surely  feel,  shine  in  your  eyes.  Your  manner,  your 
attitude  toward  the  work,  your  enthusiasm  you  will  find  reflected  in  your 
pupils.  You  can  expect  to  get  from  your  work  in  joy  and  results  only  in 
proportion  as  you  put  into  it. 


PRIMARY  READING.  13 

If  any  child  does  not  readily  recognize  "red",  take  him  quickly  to  one 
side,  show  him  the  flash-cards  r,  then  ed,  asking  him  to  give  each.  Then 
arrange  the  cards  to  make  the  word  and  ask  him  to  pronounce  it.  He 
can  not  fail  to  do  so  now,  if  the  phonics  lessons  previously  taught  have 
been  fruitful. 

Ask  class  for  pronunciation  of  "red"  as  you  point  to  it  in  the  name  "The 
Little  Ked  Hen".  Then  comes  "hen",  a  phonic  word  to  be  given  the  same 
treatment.  In  closing  this  lesson,  provide  each  child  with  an  envelope. 
Previously  cut  up  the  sheets  bearing  these  four  words,  into  cards;  Give 
each  child  "the",  then  "little",  then  "red",  and  lastly  "hen".  Ask  them  to 
make  the  name  on  the  top  of  their  desks  as  you  have  it  on  the  blackboard. 
Then  each  child  puts  his  cards  into  his  envelope  and  they  are  collected  to 
be  used  again  in  subsequent  lessons. 

This  lesson  is  largely  a  review  of  yesterday's  work.  Previously  arrange  Second 
if  you  have  or  can  obtain  one,  a  picture  of  a  hen,  pinning  it  up  where  all  lesson 
may  see  it,  not  too  high.  If  you  have  no  picture  to  display  on  the  wall, 
turn  to  the  picture  of  the  Little  Red  Hen  in  the  Primer.  Holding  the 
book  before  the  class,  ask:  "Here  is  the  picture  of  whom?"  Have  printed 
on  the  board,  "The  Little  Red  Hen".  "Who  can  find  the  name  of  this 
busy  creature  on  the  board?  Yes.  Let  us  read  it  together.  Find  'The', 
Mary.  How  quick  you  are.  Find  'here',  Wilma.  Your  brown  eyes  see 
well.  Find  'Little',  Eugene.  Very  well  done.  What  word  is  this?", 
underlining  Red.  [Volunteers.]  "Frank  doesn't  shake  his  hand.  He  may 
tell  me.  Now  I  am  looking  for  two  quick  fairies  to  run  a  race.  Mary 
and  Eugene,  come  here."  Provide  each  with  a  pointer.  "I  am  wondering 
who  can  find  these  words  first :  hen,  little,  the,  red,  the,  hen,  little,  etc. 
Howard  and  Frank  may  come.  Find  little,  the,  hen,  red,  hen,  little,  etc." 

Change  actors  frequently,  letting  each  child  have  two  opportunities, 
rather  than  play  so  long  at  one  time  that  he  becomes  disinterested. 

"Here  is  a  picture  of  the  Little  Red  Hen  looking  very  closely  at  some- 
thing she  has  found.  Do  you  remember  what  she  found?"  "Yes,  it  was 
a  seed.  The  Little  Red  Hen  found  a  seed."  Print  the  sentence  on  the 
board  saying :  "I  am  writing  that  story  of  what  she  found.  What  is  this 
word?":  Little;  "This  one":  Red;  'This  one":  Hen.  "Now  here  is  a 
new  word."  Enclose  "found"  in  a  rectangle.  "Read  the  story  again. 
Now  stop  at  this  word :  'The  Little  Red  Hen  found'."  Drill  as  for  "Red" 
and  "Hen".  Group  "a  seed",  introduce  and  drill  as  for  "found".  Now 
distribute  the  envelopes  each  to  its  owner.  Provide  each  child  with 
"found",  "a",  and  "seed".  !Now  ask  them  to  make  the  story  on  table  as 
you  have  it  on  the  board. 

Distribute  envelopes  of  word-cards  unless  each  pupil  has  a  desk  or  locker  Third 
to  put  them  into.     In  reviewing  the  words  previously  taught,  require  each  lesson 
to  find  given  words  and  display  them  on  the  table  or  desks  as  quickly  as 
possible.     Keep  a  close  watch  and  announce  who  finishes  first.     As  each 
word  is  shown,  have  it  replaced  among  the  others  and  another  searched 
out.     Cover   the   entire   list   taught   up   to   this   time.     Now   ask   them   to 
build  from  dictation,  a  word  at  a  time  in  this  early  work,  the  following 
sentences : 

The  hen  found  a  seed. 

The  red  hen  found  a  seed. 

The  little  hen  found  a  seed. 

The  hen  found  a  little  seed. 

The  red  hen  found  a  little  seed. 

The  little  red  hen  found  a  seed. 

As  soon  as  one  sentence  is  complete,  have  it  read  by  an  individual,  the 
cards  put  back  and  shuffled,  and  the  next  sentence  made. 


14  CHI  CO  NORMAL  SCHOOL. 

Fourth  "We   found    that    the   little    red    lion    did    what   in   yesterday's   story  V" 

Require  a  complete  statement.  "The  little  red  hen  found  a  seed."  "What 
kind  of  a  seed  was  it?  Yes,  it  was  a  wheat  seed.  Now,  I  shall  put  that 
story  on  the  board."  Print:  ''It  was  a  wheat  seed".  "Let  us  read  this 
story  together."  Point  to  whole  sentence,  pointer  gliding  along  beneath 
it  as  children  read.  Now  point  to  each  word  as  children  read  it  again. 
"What  is  this  first  word?  I  shall  put  a  fence  around  it.  How  tiny  it  is! 
What  is  it,  Howard?  Eugene?  Mary."7',  etc.  Distribute  an  "it"  card 
to  each  pupil.  "Now  this  next  word  is  what,  Wilma?  Eugene?  Mary?", 
etc.  Enclose  it  in  a  rectangle,  too.  "Yes,  'was'.  Here  is  one  for  each  of 
you.  Now  show  me  'was'.  Place  it  on  the  left  side  of  your  desk,  or 
toward  the  door.  Place  'was'  on  the  right,  or  toward  the  window." 
Comment  upon  who  has  finished  first.  Turn  again  to  the  blackboard. 
"Let  us  read  this  whole  story :  It  was  a  wheat  seed.  Now  this  tiny  word 
we  have  seen  before  'a',  this  one  we  learned  yesterday,"  pointing  to 
'wheat'.  Draw  a  circle  around  'wh'  and  underline  'eat';  thus  (wh)  eat. 
"Who  will  whisper  the  word  to  me?"  Move  to  one  side  far  enough  that 
each  child  must  come  several  steps  to  reach  you.  The  first  pupil  giving  it 
correctly  may  assist  you  in  hearing  the  other  children  pronounce  it,  but 
you  should  hear  each  also.  Distribute  a  "wheat"  card  to  each  child.  Also 
his  envelope.  "Now  take  all  your  cards  from  the  envelope.  With  your 
bright  eyes  and  quick  fingers  find  'hen'.  Hold  it  up  so  I  may  see  it. 
Wilma  found  it  first.  Find  'the',  'little',  'seed',  'red',  'found',  'wheat',  'a'," 
etc.,  until  the  entire  list  has  been  reviewed.  "Now  all  must  go  back  into 
the  envelopes  to  wait  for  tomorrow."  (Or  next  lesson.) 

Fifth  "Today  we  are  to  have  our  books.     Turn  to  page  2.     The  number  of 

le«on  the  page  is  at  the  bottom.     Put  your  finger  on  the  2  when  you  find  it." 

Watch  to  see  that  all  find  it  correctly  for  many  new  things  are  being 
presented  each  day  and  every  step  must  be  carefully  watched.  "What  has 
the  red  hen  found?  Yes,  a  wheat  seed.  Look  at  this  first  story."  Show 
pupils  in  your  book  where  the  first  story  is.  "Who  can  read  it?  Tell  me 
again  what  she  did."  Begin  working  for  expression  right  here.  Do  not 
permit  pupils  to  read  words  at  all,  always  strive  to  have  thought  given  in 
every  attempt  at  oral  reading.  Emphasis  on  various  words  may  be  secured 
through  questions  as:  "Who  found  a  seed?",  emphasizing  "hen".  "The 
little  red  hen  found  what?",  emphasizing  "seed".  Call  upon  every  one  in 
the  class  to  read  this  first  sentence  unless  the  class  or  section  exceeds  ten 
in  number.  In  that  event  call  for  concert  reading  after  the  sentence  has 
been  read  eight  or  ten  times.  The  pupils  are  giving  it  more  by  imitation 
than  by  actual  word-recognition  by  this  time. 

"The  next  story  tells  us  what?  Look  at  each  word.  You  may  read  it, 
Howard."  Question  for  emphasis  again  upon  the  wrord  "little".  "It  was 
what  kind  of  a  seed?"  Individual  or  concert  reading  as  for  first  sentence. 
"Look  at  the  third  story.  [Same  as  first.]  Let  us  read  it  together. 
Turn,  rise,  read  it.  There  is  but  one  story  left  on  the  page.  Let  us  look 
at  it."  If  any  child  fails  to  recognize  "wheat",  show  him  the  phonic 
elements  by  covering  eat  and  then  wh,  directing  him  in  the  application  of 
his  phonics.  "Let  us  hear  this  story  about  what  kind  of  a  seed  it  was, 
Wilma.  Now  let  us  go  back  to  the  first  story  again."  (Covering  entire 
page  for  fluent  reading  and  expression.)  "I  want  to  hear  it  again. 
[Volunteers.]  Now  the  next.  [Volunteers.]  The  third.  [Volunteers.] 
And  the  last  [Volunteers.]  Tomorrow  (or  for  next  lesson)  we  are  going 
to  learn  to  read  of  what  Red  Hen  did  with  the  wheat  seed." 

Perhaps  some  classes  can  not  cover  as  much  work  in  the  first  five 
lessons  as  I  have  indicated,  but  the  work  should  be  taken  as  planned,  not 
omitting  anything,  more  time  being  spent  if  necessary.  Going  on  to  the 
third  page,  prepare  first  for  word-recognition.  The  new  words  are, 


PRIMARY  READING.  15 

"said"  "who",  "will",  and  "plant".  "Will"  and  "plant"  are  phonic  words 
as  indicated  in  the  phonics  outline.  Introduce  the  elements  in  the  phonics 
period  three  days  previous  to  reading  the  third  page.  Plan  devices  to  use 
class  flash-cards,  individual  flash-cards  and  charts.  Remember  that 
"doing"  is  much  more  productive  of  results  than  merely  i 
watchin<*  VOu.  Flash-card  devices  are  listed  earlier  in  this  bulletin. 

For  sicht-words  "said"  and  "who",  lead  pupils  to  give  the  next  sentenc 
of  the  story  in  replying  to  your  questions,  print  it  on  the  board,  teach  the 
words  as  they  appear,  then  drill  with  seat  flash-cards  for  instantaneous 
recognition.     When  all  four  new  words  are  taught,  put  the  books  into  the 
pupils'  hands  for  reading  the  page.     Keep  the  work  lively.     Watch  when 
interest  begins  to  flag  and  change  your  device.     Keep  in  mind  1 
pupils      Teach  all  to  rely  upon  themselves,  never  giving  them  help  they 
have  been  previously  given.     Show  them  early  in  the  work  how  to  apply 
phonics  for  the  pronunciation  of  phonic  words. 

It  is  a  popular  idea  that  the  first  blackboard  work  with  the  children  Print 
should  be  in  script.  This  is  probably  so  because  few  teachers  print  well. 
Neither  do  all  teachers  write  well.  I  see  no  reason  why  we  should  teach 
pupils  to  interpret  script  and  then  require  the  reading  of  print  in  books. 
It  is  not  difficult  to  print,  just  plain  ordinary  book  print  Learn  to  space 
letters  and  words  first.  Keep  the  letters  of  a  word  near  together,  the 
space  being  gauged  by  the  size  of  the  letters.  Separate  the  words  far 
enough  that  each  word  is  distinct. 


16 


CHICO  NORMAL  SCHOOL. 


PART  II. 

PHONIC  OUTLINE   FOR  FREE-TREADWELL   PRIMER. 

The  following  list  of  words  is  the  complete  vocabulary  of  the  Primer,  the  First 
Reader  and  the  Second  Reader,  the  words  being  given  in  the  order  of  their  appear- 
ance. These  words  are  sight  (those  not  labeled)  and  phonic  (those  divided  into 
phonic  elements). 

Consonants  or  blends. 


Week. 

Page.     Words.              C< 

1st 

1     the 

little 

red 

hen 

2     found 

a 

seed 

it 

was 

wheat 

2d 

3     said 

who 

will 

plant 

4     pig 

not 

3d 

I 

cat 

dog 

5    cut 

then 

and 

she 

did 

4th 

6     thresh 

7     grind 

8    make 

bread 

9     eat 

you 

shall 

5th 

11     ginger-bread 

boy 

12    there 

old 

woman 

he 

man 

had 

wh 


w 
Pi 
P 
n 


c 
d 

th 
sh 


m 
br 


Families. 


ed 
en 
ound 

eed 
it 

eat 


ill 
ant 

ig 
ot 


at 
og 
ut 

mid 
id 


ind 
ake 
ead 


oy 
old 


an 
ad 


PRIMARY  READING. 


17 


Week. 

Page. 

Words.              Consonants  or  blends. 

Families. 

6th 

13 

wanted     want-ed    Effect  of  addition  of  ed. 

so 

made        Final  e  gives  vowel  long  sound 

ade 

14 

ran           Review 

away 

ay 

from 

15 

met 

et 

am 

am 

16 

can 

run 

un 

21 

fox 

ox 

23 

but 

7th 

26 

an 

sixpence 

get                            g 

with 

27 

came 

ame 

to 

stile                           st 

ile 

over 

won't 

28 

bite 

ite=ight 

home 

to-night 

8th 

28 

stick 

ick 

beat 

30 

fire 

ire 

burn 

31 

water 

quench                       qu 

ench 

some 

32 

ox 

drink                         dr 

ink 

33 

butcher 

kill                            k 

34 

rope 

ope 

9th 

hang 

ang 

36 

rat 

gnaw 

aw 

37 

me 

cheese 

got 

gave 

ave 

38 

began 

that 

night 

18  CHICO  NORMAL  SCHOOL. 

W£ek.     Page.     Words.  Consonants  or  blends.  Families 

10th        39     goat  oat 

40  into 

woods     addition  of  s  ood 

grass  ass 

41  go 
would 

my     final  y 

cry  cr 

42  rabbit 
by 

why 

do 

because 

llth        43     after 

44     squirrel 

cries    y  to  ies,  try,  fry,  etc. 

48  bee     double  ee=e 

flew  fl  ew 

49  laughed 

50  buzz 

sting  ing 

thank  auk 

51  pancake     an  and  ake 

52  seven 
children 
big 

we 
want 
heard 
rolled 

12th        53    stop 

for 
54    saw 

good-day     ay 

fast  ast 

57     cock  ock 

63     brook  ook 

swim  sw  im 

13th         64     on 

snout  sn  out 

ouf 

good 

are 

ate  ate 

up 

65  chicken 

66  fell  ell 
his 

tail  ail=ale 

sky    final  y  sk 


PRIMARY  READING.  19 

Week.     Page.     Words.  Consonants  or  blends.  Families. 

14th        66     is 

falling     all-ing 

67  Henny  Penny 

how   '  ow 

know 

of 

68  Turkey  Lurkey 
tell  t 
King 

they 
told 

69  Ducky  Lucky          1 
eyes 

ears     ear-s 

15th        71     Goosey  Loosey 
73     Foxy  Loxy 

75  den 
out 
again 

76  Three  thr 

Billy  „ 

Gruff  llff 

78  once 
were 
great 

79  hillside     ide 

fat  ldc 

bridge 

16th        80    troll 

under 

81     went  ent 

trir,  tr  ip 

87  see 

horns     addition  of  s  orn 

88  at 

89  Tupens 

90  her 

them  em 

91  choking     ending     ing 
spring  spr 
please 

give 
cup 


4—30227 


20  CHICO  NORMAL  SCHOOL. 

Week.     Page      Words.  Consonants  or  blends.  Families. 

17th         92     oak-tree 
shake 

93  shoes 

94  shoemaker 

95  leather 
cow 

96  corn 

farmer     arm    or 

97  plow 

98  blacksmith 

99  iron 
dwarfs 

101  help 
ground 

102  shook 

103  spider's  sp 
first 

web 

]  8th       104     spinning 

swing  jn 

105  fly     final  y 

106  hum  um 

107  cricket  cr 
butterfly 

chirp 

108  ant 
fro 

110  bird 
sing 

111  happy     y  ending  ap 


PRIMARY  READING.  21 

PHONIC    OUTLINE    FOR    FREE-TREADWELL    FIRST    READER. 

Consonants 
or  blends.  Families. 


ing 
ust 

str 

ouse 
oon 

1  ong 

n  ed 

air = are 
ch  y 


p 

bl 


Week.     Page.        Words. 

1st           1     upon 

Review 

time    effect 

of  final  e 

morning 

mother 

must 

your 

living 

Review 

set 

Review 

straw 

build 

house 

2     soon 

. 

wolf 

along 

knocked 

door 

hair 

chinny 

chin 

Review 

huff 

Review 

puff 

huffed 

puffed 

Review 

blew 

2d           '  3     second 

built 

4     third 

bricks 

5     may 

could 

fine     final  < 

! 

field 

turnips 

where 

down 

call 

Review 

dinner 

Review 

ready 

6    six 

o'clock 

five 

pot 

Review 

full 

angry 

apple-tree 

ap-pl 

garden 

apples 

own 


cl 

ive 


22 


CHICO  NORMAL  SCHOOL. 


Week.     Page.         Words. 

7    four 
filled 
bag 
getting 
when 


3d 


4th 


supper 

11  mouse 
lined 
same 
bit 
pray 
puss 
long 

tii: 

bring 
milk 

12  leaped 
hay 

13  meat 

14  baker 

15  flour 
head 

16  blue 
sheep 's 
meadow 
looks 
haystack 


Review 
Review 


very 

throw 

8 

threw 

Review 

far 

fair 

Review 

two 

churn 

going 

Review 

frightened 

jumped 

hide     final  e 

Review 

hill 

Review 

rolling 

too 

9 

round 

Review 

thing 

way 

Review 

10 

coming 

chimney 

Review 

hung 

lid 

Review 

off 

Review 
Review 


Review 
Review 
Review 


Review 
Review 
Review 


Consonants 
or  blends. 


wh 


Families. 


fr 

j 


()\V 


ar 


urn 


ump  ed 


ung 
up 


eap=eep 


Review 


eep  s 
s 


PRIMARY  READING. 


23 


Week.     Page.         Words. 

asleep 

wake  Review 

sure 

17  baa 

black  Review 

wool 

yes 

sir 

5th  master  Review 

dame 

lives  Review 

lane 

pussy  cat 
been 
London 
visit 
queen 
chair  Review 

18  wind 

mill  Review 

miller  Review 

take  Review 

rolls  Review 

send 

us 

hot  Review 

morn  Review 

all  Review 

world 

sea 

ink  Review 

trees  Review 

should 

have 

19  hop 

cried  Review 

window  Review 

20  sister 

peep  Review 

wades     final  e 

deep  Review 

climb 

mountains 

high 

poor 

gone 

still  Review 


Consonants 
or  blends. 

Si 


Families. 


ane— am 


end 


op 

ist 
ade 


24 


CHICO  NORMAL  SCHOOL. 


Week. 

Page. 

Words. 

6th 

21 

mice 

sat 

Review 

barn 

Review 

spin 

Review 

threads 

Review 

miss 

husli-a-bye     final 

e 

baby 

top 

cradle 

rock 

Review 

boughs 

breaks 

fall 

Review 

22 

north 

Review 

doth 

snow 

Review 

robin 

sit 

Review 

keep 

Review 

himself 

warm 

wing 

Review 

7th 

23 

hive 

Review 

stay 

eold's 

passed 

spring 

Review 

dormouse 

nest 

snug 

small 

Review 

weather 

back 

Review 

24 

Bremen 

Review 

band 

Review 

work 

voice 

25 

whiskers 

sad 

catch 

26 

doing 

Review 

here 

pant 

Review 

27 

cock 

Review 

crow 

loud 

Review 

cock-a-doodle-do 

company 

1 

29 

branches 

Review 

Consonants 
or  blends. 


die 


Families. 

ice 


1SS 

ush 


ough 


ol) 


'8 

ed 


est 
ug 


oi=oy 

ad 
atch 


PRIMARY  READING. 


25 


Week.     Page.        Words. 

cook 

light 

let 

gray 

table 

food 

robbers 

30  drive 
hee-haw 
bow-wow 
stand 

31  together 


Review 
Review 
Review 
Review 


Review 
Review 


Review 


Consonants 
or  blends. 


Families. 


8th        32    hear 
noise 

goblins  Review 

bone 
never 

hungry  Review 

more 

33  spit 
scratch 

scratching  Review 

knife 

kick  Review 

struck  Review 

judge 

roof  Review 

34  wee  Review 
redbreast 

hopped 

bush 

Christmas 

snow  Review 

bonny 

ring  Review 

neck  Review 

worried 

worry 

35  mud 

wall  Review 

hawk 

feather 

pecked 

36  linnet  Review 
peck                         Review 
hole 

cliff 

sly     final  y  Review 

spot  Review 

lamb     final  b  Review 

lad  Review 


scr 


ore 


ife 


ud 

eck 
ole 


CHICO  NORMAL  SCHOOL. 


Week.     Page. 

9th 


Words. 


Consonants 
or  blends. 


Families. 


10th 


Review 
Review 
Review 

Review 


Review 
Review 

Review 


37  crumbs    umb     crumb     thumb     dumb 
hit  Review 

sparrow 

castle 

sang 

38  wife 
Jenny  Wren 
ago 

39  worked 
spun 
flax 
daddy 
smear 
tar 

smeared 
drove 

40  graze 
while 
bear 
speak 
oh 

mend 
torn 
fur 

41  tear=bear 
stuck 
pulled 
dragged 
awoke 
stood 

42  brought     ought  =  aught 
cellar 

next 

43  coat 


Review 
Review 


Review 


44  caught 
hare 
put 
sharpen 

45  jacket 
winter 
skin 
honey 

46  cap 
flock 
collar 


47  mittens 

48  need 

49  picked 
stone 


Review 


Review 
Review 
Review 

Review 
Review 


Review 
Review 
Review 


un 


ove 
aze 


ag 
oke 

ell 
oat 


are-air 


PRIMARY  READING. 


27 


Week.     Page.         Words. 

sell 

buy 

rye 

money 

father's 

50  people 
pass 
obey 
shout 
sprang 
feet 
even 

51  caterpillar 
brown 
furry 
hurry 

walk 

shady 

leaf  * 

stalk 

toad 

spy     final  y 

52  mix 
stir 
pop 
pan 

fry     final  y 

toss 

wore 

wig 

treat 

gentleman 

chanced 

fail 

tailoress 


llth 


new 

53  frisky 
playing 
pranks 
cowslip 
air 
mild 
sun 
half 
shadow 

54  does 
grassy 
banks 
lambkins 
woolly 


Review 


Review 
Review 

Review 
Review 
Review 

Review 
Review 


Consonants 
or  blends. 


Families. 


Review 
Review 


Review 
Review 


Review 
Review 


Review 
Review 
Review 


Review 
Review 

Review 
Review 
Review 


alii 


OSS 


ail 
ess 
ew 


ild 


28 


CHICO  NORMAL  SCHOOL. 


Week.     Page.         Words. 

brothers 

jumping  Review 

watch 

bleat  Review 

55  broken  Review 
doll 

bells  Review 

ringing  Review 

singing  Review 

Molly  Review 
crying 

silly  Review 

Moll  Review 

sobbing  Review 
sighing 

56  higher  Review 
than  Review 
hedge 

building 

perching  Review 

picking  Review 

fluttering  Review 

everywhere 

sun-loving 

swallow 

done 

bringing  Review 

57  town  Review 
country 

forest  Review 

asked 

nuts  Review 

place 

59  rich 

60  opened  Review 
i  tinning  Review 

61  bang  Review 
riches  Review 
such 


Consonants 
or  blends. 


Families. 


Oil 


ask 


12th 


62  middle 
forehead 

63  wear 

clothes 
always 
care 
sweet 

64  able 
deck 
before 


Review 


Review 

Review 
Review 


ear=air 
ear = near 


PRIMARY  READING. 


29 


Week.     Page. 

Words. 

Consonants 
or  blends. 

69 

called 

Review 

open 

Review 

70 

heart 

• 

plant 

Review 

planted 

Review 

grew 

Review 

golden 

Review 

71 

grow 

Review 

about 

Review 

climbed 

just 

Review 

hands 

Review 

72 

prince 

Review 

rode 

hid 

Review 

keg 

73 

ours 

74 

looked 

Review 

took 

Review 

75 

large 

brood 

chick 

Review 

mind 

Review 

cluck 

Review 

would 

76 

tired 

farm-yard 

tossed 

Review 

hippity-hop 

Review 

weeds 

Review 

help 

these 

77 

nearly 

Review 

burned 

Review 

78 

holding 

Review 

79 

now 

Review 

soup 

popped 

Review 

wet 

Review 

80 

other 

dying 

Review 

81 

steeple 

Review 

13th        82 

pony 

name 

Review 

Dapple-gray 

Review 

lent 

lady 

ride 

Review 

mile 

Review 

whipped 

Review 

him 

Review 

Families. 


eg 


ood 


ire 
ard 


other 


ent 


30 


CHICO  NORMAL  SCHOOL. 


Week.     Page.        Words. 

slashed 

mire  Review 

lend  Review 

Lire  Review 

crooked  Review 

brought 

which  Review 

84  axes 
axe 

men  Review 

splash  Review 

85  Simple  Review 
Simon 

pieman  Review 

taste 

ware  Review 

penny  Review 

indeed  Review 

any 

a-fishing 

whale  Review 

pail  Review 

dicky-bird  Review 

thought  Review 

salt 

86  basket  Review 
nineteen 

carried 

broom 

whither 

brush 

cobwebs  Review 

87  aye 

Hubbard  Review 

cupboard  Review 

bare  Review 

none 

joiner  Review 

coffin 

laughing 

hatter  Review 

'feeding  Review 

barber  Review 

dancing  Review 

Jig 

fruiter 
fruit 
flute 

89     tailor  Review 

riding  Review 

cobbler  Review 


Consonants 
or  blends. 


Families. 

ash 


ought = aught 


ish 


oom 


usii 


PRIMARY  READING. 


31 


Week.     Page.        Words. 

reading  Review 

news  Review 

hosier 

hose 

dressed  Review 

courtesy 

servant  Review 

14th         90    kittens  Review 

lost 
much 

fear  Review 

naughty  Review 

91  purr 

soiled  Review 

92  sigh  Review 
washed 

smell  Review 

close 

hush  Review 

93  topknot  Review 
pretty 

proud  Review 

strutted  Review 

94  fence 
comb 

95  claws  Review 
save  Review 

96  scratches 

strut  Review 

97  fisherman  Review 
hu-;  Review 
shore  Review 
rod 

something 

drew  Review 

98  real 

enchanted  Review 

99  wish  Review 
cottage 

quickly  Review 

dark 
green 

listen  Review 

Isabel 
has 

100    swam  Review 

parlor  Review 

bedroom  Review 

kitchen 

ducks  Review 

beautiful 


Consonants 
or  blends. 


Families. 


OSt 


ose 


atch 


od 


age 

ark 
een 


itch 


32 


CHICO  NORMAL  SCHOOL. 


Week.     Page.         Words. 

15th       101     purple 
steus 

102  halls 
room 
flowers 
deer 
power 

103  waves 
dashed 
towers 
soldiers 
gateways 
drum 
trumpets 

104  throne 
crown 
wand 
nothing 

105  rise 
wild 

106  storm     st-or-m 
flashed 
roared 
lightning 

beat 

108    safe 
meal 
puffing 
blowing 


Consonants 
or  blends. 


16th 


109  walked 
starve 
yesterday 
without 
cloth 
spread 
yourself 
serve 

110  stoDDed 
inn 
bid 

landlord 
another 

111  fellow 
believe 
laid 

112  worth 
ram 

116  shut 
snore 

117  reached 


Review 
Review 
Review 
Review 
Review 
Review 
Review 
Review 

Review 
Review 


Review 
Review 
Review 

Review 
Review 

Review 
Review 
Review 


Review 


Review 
Review 
Review 
Review 
Review 
Review 


Review 
Review 
Review 


Families. 

ur=er 
ep 


urn 
one 


oar 
afe 

alk 
ith 


aid=ade 


each 


PRIMARY  READING. 


33 


Week.     Page. 

Words. 

yelled 

Review 

118 

farm 

Review 

girl 

scared 

merry 

meeting 

Review 

119 

lowly 

Review 

bit 

Review 

120 

moss 

Review 

121 

teeth 

gnaw 

Review 

pegs 

Review 

paws 

Review 

carpenter 

Review 

tools 

122 

joy 

Review 

clock 

Review 

123 

logs 

Review- 

happy 

Review 

east 

west 

Review 

best 

Review 

17th       124 

fleece 

Review 

white 

Review 

followed 

school 

Review 

rule 

play 

Review 

teacher 

Review 

turned 

Review 

lingered 

Review 

near 

Review 

patiently 

appear 

Review 

eager 

Review 

reply 

125 

moon 

shining 

Review 

looks 

Review 

like 

lamp 

last 

Review- 

week 

Review 

shaped     final  e 

Review 

smaller 

Review 

bow 

Review 

grown 

Review 

bigger 

Review 

126 

outside 

Review 

inside 

Review 

Consonants 
or  blends. 


Families. 


th 


OOl 


east 


oon 

ike 
amp 


34 


CHICO  NORMAL  SCHOOL. 


Week.     Page.        Words. 

floor 

safest  Review 

sitting  Review 

fling  Review 

folks 

everything 

quiet 

Kitty  Review 

quicker  Review 

sorry 

127  birdie 

rest  Review 

longer  Review 

stronger  Review 

flies 

128  twinkle 
wonder 
diamond 
blazing 

dev:  Review 

often 

through  Review 

bright  Review 

tiny 

spark  Review 

traveller 

though 


Consonants 
or  blends. 


Families. 


tw 


PRIMARY  READING. 


35 


PHONIC  OUTLINE  FOR  SECOND  READER. 

Page.          Words.  Consonants  or  blends.  Families. 

11       Quarrd 
move 
summer  Review 

cover  ove 


ard 


12 

cloak 

Review                  c 

cloud 

Review 

closer 

Review 

harder 

warmer 

a  after  w 

unbuttoned 

Review 

13 

thirsty 

pitcher 

Review 

tried 

a  after  w 

pebbki 

y  changes  inio  ied 

drowned 

wanted 

Review 

14 

piece 

mouth 

Review 

madam 

Review 

glossy 

Review 

snapped 

ed  after  p 

foolish 

flatter 

Review 

15 

egg 

Review 

greedy 

Review 

wrung 

Review 

content 

Review 

golden 

Review 

16 

beaten 

Review 

race 

Review 

tortoise 

goal 

fixed 

bound 

Review 

nap 

Review 

plodded 

ed  after  d 

17 

animals 

Review 

timid 

Review 

anything 

18 

Shepherd 

Review 

kept 

village 

Review 

clubs 

really 

killed 

Review 

19 

peacocks 

Review 

jay 

Review 

ashamed 

Review 

od 


ept 
ub 


36 


CHICO  NORMAL  SCHOOL. 


Page. 

20 

Words. 

moonlight 

Consonant; 

Review 

lion 

Review 

beast 

Review 

harm 

Review 

21 

invited 

Review 

served 

Review 

tongue 

long-necked 

Review 

jar 

Review 

22 

market 

Review 

walking 

Review 

beside 

Review 

donkey 

shame 

Review 

lazy 

23 

pair 

Review 

pole 

Review 

loose 

Review 

nobody 

Review 

24 

caught 

trap 

Review 

groaned 

gnawed 

25 

leave 

Review 

playfellows 

Review 

whoop 

ladder 

Review 

half-penny 

pudding 

26 

a-sailing 

Review 

laden 

Review 

comfits 

cabin 

Review 

soils 

Review 

silk 

Review 

masts 

Review 

four-and-twenty 

chains 

Review 

captain 

Review 

packet 

Review 

28 

shroud 

*  beetle 

needle 

Review 

grave 

spade 

Review 

shovel 

Review 

poison 

Review 

Rook 

Review 

book 

Review 

clerk 

cl-er-k 

Lark 

Review 

Kite          (e  makes  i  tell  its  name) 

Families. 


aught 
oan=one 

oop 


om 


shr 


tie 


ave 


Page. 

29 

Words. 

torch 

Review 

Linnet 

Review 

fetch 

30 

bullets 

lead 

Joan 

roast 

drake 

Review 

mark 

Review 

31 

watered 

Review 

roots 

Review 

sunshine 

Review 

spread 

Review 

32 

stately 

Review 

33 

covered 

Review 

toys 

everything 

Review 

35 

music 

needles 

Review 

36 

sparkle 

Review 

prettiest 

shivered 

Review 

38 

Peter 

Paul 

Boots 

Review 

youngest 

Review 

palace 

Review 

daughter 

kingdom 

Review 

41 

stooped 

Review 

woodpecker 

Review 

42 

walnut 

Review 

trickling 

Review 

43 

chip 

Review 

frighten 

Review 

45 

elves 

Review 

early 

stitch 

Review 

paid 

Review 

price 

Review 

49 

dishes 

Review 

scrubbed 

Review 

stairs 

Review 

cinders 

Review 

Cinderella 

Review 

50 

haughty 

Review 

dresses 

Review 

clothes 

gowns 

Review 

ribbons 

Review 

laces 

Review 

PRIMARY  READING. 

Consonants  or  blends. 


37 


Families. 


etch 


oast 


spr 


ive 


38 


CHICO  NORMAL  SCHOOL. 


Page. 

Words. 

jewels 

i 

Review 

coach 

oa—  o 

watched 

Review 

sight 

Review 

godmother 

Review 

appeared 

Review 

52 

chose 

Review 

jolly 

Review 

lizards 

footmen 

Review 

53 

slippers 

Review 

remember 

Review 

return 

Review 

ragged 

Review 

princess 

Review 

54 

seat 

Review 

honor 

Review 

55 

banquet 
quarter 

Review 
Review 

twelve 

hurried 

thanked 

Review 

lovely 

Review 

forget 

Review 

56 
57 

messenger 
court 

Review 
Review 

married 

58 

Hans 

Review 

luck 

Review 

lump 

Review 

wages 

handker  chiefs 

Review 

.    trotting 

Review 

59 

hurts 

Review 

change 

Review 

click 

Review 

gee 

Review 

60 

ditch 

Review 

bargain 

Review 

61 

noon 

Review 

squeeze 

62 

matter 

Review 

sausage 

taste 

63 

showed 

Review 

stuffing 

Review 

eight 

ei=a 

feel 

whoever 

wipe 

Review 

Consonants  or  blends. 


Families. 


tw 


age 


squ 


eel 


PRIMARY  READING, 


39 


64 

Wordo. 

mayor 

Review 

grew 

Review 

risk 

Review 

pillow 

Review 

grinder 

Review 

whirling 

Review 

wheel 

Review 

65 

scissors 

Review 

trade 

Review 

pocket 

Review 

66 

grindstone 

Review 

67 

bough 

doubt 

Review 

frosty 

Review- 

luckier 

Re  view 

68 

pink 

Review 

fountains 

Review 

brink 

Review 

poppy's 

Review 

barley 

Review 

swan 

Review 

float 

Review 

sailing 

Review 

pears 

Review 

yellow 

Review 

mellow 

Review 

violet 

Review 

twilight 

Review 

orange 

Review 

69 

bluebells 

Review 

buttercups 

Review 

bright-eyed 

Review 

daisies 

ai=a 

blades 

Review 

between 

Review 

70 

coal 

oa=o 

clumsy 

Review 

beneath 

ea=e 

freeze 

Review 

emerald 

Review 

ruby 

red 

Review 

sapphire 

shines 

Review 

flint 

Review 

brilliant 

Review 

desire 

Review 

opal 

Review 

fiery 

Review 

71 

peach 

Review 

southern 

Consonants  or  blends. 


Families. 


ph=f 


40 


Page. 

Words. 

basked 

Con 

Review 

score 

bloom 

Review 

biggest 

Review 

rosiest 

Review 

downiest 

Review 

grandmamma 

Review 

72 

neither 

Review 

passing 

Review 

73 

heaven 

overtops 

Review 

74 

birthday 

Review 

gift 

part 

Review 

keen 

Review 

nestle 

Review 

careful 

Review 

ewe 

nestlings 

Review 

nightly 

Review 

anew 

Review 

76 

smothered 

77 

locks 

Review 

pearls 

thousand 

Review 

78 

magics 

spell 

Review 

hundred 

Review 

79 

piled 

Review 

saving 

save—  saving 

heap 

Review 

task 

Review 

key 

bottom 

Review 

lake 

Review 

dived 

Review 

80 

sugar 

syrup 

over 

Review 

81 

tin 

Review 

clapping 

Review 

twenty-five 

Review 

exactly 

Review 

alike 

Review 

except 

Review 

enough 

finish 

Review 

paper 

around 

Review 

scarf 

Review 

82 

stretched 

CHICO  NORMAL  SCHOOL. 

Consonants  or  blends. 
SC 


Families. 


ift 


etch 


PRIMARY  READING. 


41 


Page. 

Words. 

mate 

Review 

grand 

Review 

.snuff-box 

Review 

visiting 

Review 

war 

Review 

parties 

Review 

nut-cracker 

Review 

somersaults 

pencils 

Review 

rattled 

Review 

83 

firm 

Review 

bounce 

Review 

goblin 

Review 

84 

meant 

Review 

suddenly 

straight 

musket 

85 

newspaper 

Review- 

bravely 

Review 

shouldered 

Review 

gutter 

Review 

clapped 

Review 

ahead 

Review 

channel 

Review 

passport 

Review 

lighter 

Review 

86 

whirled 

Review 

water-fall 

Review 

jerked 

Review 

playroom 

Review 

87 

wondered 

melting 

Review 

flashed 

Review 

flame 

Review 

melted 

Review 

88 

Lars 

Review 

gardener 

Review 

quiet 

Review 

behaved 

Review 

arrows 

Review 

playground 

Review 

sticking 

Review 

89 

agree 

Review 

pleasant 

90 

friendly 

Review 

smelled 

Review 

91 

tucked 

Review 

92 

worse 

Review 

cackle 

Review 

giant 

Review 

93 

happened 

Review 

mess 

Review 

Consonants  or  blends. 


Families. 


ud 

aight= eight=ate 

usk 


42 


CHICO  NORMAL  SCHOOL. 


Page. 

Words. 

shipped 

Review 

95 

whenever 

Review 

chase 

Review 

96 

blinded 

Review 

join 

Review 

feasting 

Review 

prove 

worthy 

Review 

performed 

Review 

97 

whatever 

Review 

98 

chopping 

Review 

evening 

Review 

rapped 

Review 

begged 

Review 

99 

outbid 

Review 

100 

obeyed 

ey—  a 

neighbors 

Review 

Eve 

Review 

101 

hay-making 

Review 

herring 

pottage 

Review 

102 

twisted 

Review 

103 

seashore 

Review 

anything 

Review 

104 

offer 

Review 

105 

Czar 

106 

blessing 

Review 

107 

somewhere 

Review 

knapsack 

Review 

108 

whirring 

Review 

110 

untie 

Review 

half-way 

Review 

swift 

Review 

shooting 

Review 

shot 

Review 

111 

sack 

Review 

mouthful 

Review 

Drinker 

Review 

112 

becomes 

Review 

113 

bundle 

army 

Review 

114 

won 

welcome 

Review 

living 

Review 

command 

Review 

115 

end 

Review 

ended 

Review 

returned 

Review 

snoring 

Review 

116 

roasted 

Review 

oxen 

Review 

tons 

Consonants  or  blends. 


Families. 


die 


Page. 

Words. 

twenty 

Review 

117 

barrels 

trick 

Review 

bathroom 

118 

stove 

Review 

raise 

Review 

119 

sadly 

Review 

became 

I  it-view 

bugles 

presented 

Review 

120 

terror 

Review 

royal 

Review 

robes 

Review 

wedding 

Review 

ever 

Review 

121 

alone 

Review 

pleasant 

Review 

land 

Review 

afar 

Review 

clover 

Review 

rain-pools 

Review 

122 

leaflets 

ea=e 

drifting 

Review 

wander 

Review 

Marching 

Review 

carrying 

Revicw 

parcels 

Revicw 

climber 

silent  b 

sleepy-head 

Review 

Vl:\ 

swing 

Review 

pleasantest 

Review 

cattle 

Review 

countryside 

Review 

raining 

Review 

umbrellas 

Review 

124 

speckled 

Review 

Japan 

Review 

Spain 

Review 

organ 

Review 

seaside 

Review 

wooden 

Review- 

sandy 

Review 

empty 

Review 

every 

Review 

125 

mounting 

Review 

chorus 

lawn 

Review 

meadow-gates 

Review 

pump 

Review 

stable 

Review 

evermore 

Review 

hayloft 

PRIMARY   READIXd. 
Consonants  o 


Families. 


ath 


cli=k 


oft 


44 


CHICO   NORMAL   SCHOOL. 


Page. 

Words. 

Cor 

cling 

Review 

crack 

Review 

whip 

Review 

woody 

Review 

126 

window-sill 

Review 

cocked 

Review 

mannerly 

Review 

least 

Review 

estate 

Review 

meddle 

Review 

127 

candle-light 

Review 

hopping 

Review 

grown-up 

Review 

128 

forever 

Review 

either 

Review 

a-floating 

Review 

a-boating 

Review 

129 

heels 

Review 

funniest 

Review 

proper 

Review 

130 

sometimes 

Review 

india-rubber 

Review 

dim 

Review 

notion 

t  ion—  shun 

ought 

Review 

coward 

Review 

nursie 

Review 

131 

kindness 

Review 

eleven 

Review 

stepped 

Review 

132 

spindles 

Review 

protect 

wandered 

Review 

stairway 

Review 

133 

pricked 

Review 

134 

thorns 

Review 

136 

courtyard 

Review 

themselves 

Review 

wagged 

Review 

crawl 

Review 

whole 

Review 

137 

woodman 

Review 

lassie 

Review 

139 

knock 

Review 

140 

wept 

rubbed 

Review 

141 

eels 

Review 

maybe 

Review 

144 

dropped 

Review 

weak 

ea=e 

worn 

Review 

placed 

Review 

Consonants  or  blends. 


Page. 

Werd& 

longnose 

Review 

tallow 

wash 

.     Review 

145 

blacker 

Review 

146 

rage 

Review 

hurst 

Review 

pack 

Review 

147 

planted 

Review 

petals 

Review 

tulip 

Review 

shell 

Review 

148 

playmate 

Review 

croak 

Review 

149 

cornfield 

Review 

creature 

dine 

Review 

clean 

Review 

velvet 

Review 

150 

passage 

Review 

stroked 

Review 

Avove 

Review 

151 

greet 

Review 

152 

tweet-tweet 

Review 

153 

marble 

Review 

pillars 

Review 

vines 

Review 

154 

presents 

Review 

Maia 

1  f>r> 

Hansel 

Gretel 

secret 

156 

thick 

licview 

cream 

ea—  e 

greedy 

Review 

making 

Review 

knitting 

Review 

offer 

Review 

right 

Review 

left 

lirview 

clap 

Review 

tap 

Review 

158 

sold 

Review 

to-day 

Review 

.strawberries 

Review 

spilt 

Review 

onions 

pound 

Review 

tea 

Review- 

159 

witch 

Review 

hroomstick 

Review 

hie 

Review 

gallop 

PRIMARY  READING. 

<  '<>n sonants  or  blends. 


Families. 


46 


Page. 

Words. 

160 

berries 

Review 

161 

stump 

Review 

standing 

Review 

162 

peepers 

Review 

sleepers 

Review 

eyelids 

Review 

prayers 

fourteen 

Review 

angels 

163 

ding 

Review 

dong 

Review 

dates 

Review 

164 

chocolate 

Review 

raisins 

ai=a 

nibble 

Review 

mousekin 

Review 

housekin 

Review 

166 

nag 

Review 

lag 

Review 

167 

mankin 

Review 

thumbkin 

Review 

skinny 

Review 

tiptoe 

Review 

elder 

Review 

168 

fill 

Review 

hurrah 

170 

nightgown 

Review 

Serpentine 

Review 

172 

workman 

Review 

milkmaid 

Review 

uproar 

Review 

rub-a-dub-dub 

Review 

human 

stuffier 

Review 

173 

Soloman 

Review 

ruffle 

Review 

174 

treat 

Betwixt-and-  ) 
Between          \ 

Review 

island 

Review 

175 

worms 

insects 

176 

sank 

Review 

177 

lined 

Review- 

leak 

Review 

179 

pretend 

Review 

delighted 

Review 

180 

gathered 

housetops 

Review 

182 

answer 

Review 

strayed 

Review 

183 

cunning 

Review 

CHICO   NORMAL  SCHOOL. 

Consonants  or  blends. 


Families. 


P  If  I  MAX  y    XHADIXG. 


Page. 

184 

Words. 

nicely 

Review 

roam 

Review 

rainbow 

Review 

185 

ferns 

Review 

whistled 

Review 

bleak     ea=e 

Review 

woodland 

Review 

drear 

Review 

glistened 

Review 

186 

flutter 

Review 

trooped 

Review 

bitter 

Review 

hoods 

Review 

bobolinks 

Review 

187 

dreamland 

Review 

dream 

Review 

guess 

Review 

shepherded 

Review 

188 

beautifully 

eau=u 

curled 

Review 

heath 

=e 

point 

Ivcvicw 

trodden 

licviow 

Bake 

Iicvicw 

189 

elf  -man 

Review 

I'.HI 

airy 

Review 

rushy 

Review 

glen 

Review 

trooping 

Review 

owl  's 

Review 

191 

crispy 

Review 

sea-foam 

Review 

hill-top 

Review 

nigh 

wits 

Review 

daren't 

I\eV]'eW 

Consonants  or  blends. 


Families. 


igh=i 


CHICO   NORMAL   SCHOOL. 


PART  III. 

INDIVIDUAL   READING. 

Individual  The  principle  of  individual  work  in  reading  is  strongly  advocated.     The 

reading  tendency  today  is  and  should  be  to  permit  each  child  to  do  what  he  is  able 

to  do.  No  better  opportunity  presents  itself  than  in  reading,  particularly 
after  the  beginning  is  made  or  after  the  first  stories  of  the  Primer  are 
completed.  While  it  is  not  practical  to  start  each  pupil  separately,  before 
many  days  the  differences  of  ability  become  apparent  and  individual  work 
may  be  started.  With  the  phonics  taught  as  a  separate  exercise,  the  work 
in  phonics  should  be  planned  to  outrun  the  reading  work  of  the  most 
advanced  pupil.  The  less  precocious  pupils  in  this  way  are  being  taught 
phonic  elements  which  they  will  have  no  opportunity  to  apply  for  some 
time,  but  in  the  review  work,  which  is  a  very  necessary  part  ol'  each  day's 
lesson,  those  elements  should  be  reviewed  which  are  to  be  applied  by  each 
individual  in  that  day's  reading  work. 

When  you  see  that  one  or  more  of  the  children  are  outstripping  other 
members  of  the  class,  perhaps  three  weeks  after  the  work  is  started,  let 
those  pupils  read  on,  each  one  going  as  fast  as  he  is  able  to  go.  Instead 
of  starting  the  lesson  with  the  word  and  phrase  drill,  followed  by  the 
vitalizatiou  or  discussion  intended  to  arouse  interest  in  that  particular 
lesson,  set  each  child  to  the  task  of  silent  study.  Then  sit  near  the  class, 
calling  a  pupil  to  you.  He  brings  his  reader.  After  consulting  your 
vocabulary  given  in  the  phonics  outline,  Part  II,  point  out  and  teach  all 
new  words  in  such  assignment  as  he  will  be  able  to  prepare  in  that  one 
lesson.  Direct  him  to  apply  phonics  to  those  words  which  are  phonic, 
teach  him  to  find  the  same  word  in  other  places  on  the  same  page  or 
following  pages,  each  time  pronouncing  it.  Then  by  calling  his  attention 
to  the  picture,  if  one  is  given,  illustrating  the  story,  let  him  get  part  of 
the  content  and  he  will  want  to  read  the  story  for  the  remainder.  If  the 
lesson  is  a  continuation  of  yesterday's  story,  recall  to  his  mind  that  part 
already  read  and  give  him  an  incentive  for  reading  more  of  it,  not  by 
telling  him  what  is  to  come,  but  by  saying  somewhat  as  follows  :  "Now 
we  know  that  the  Mother  Pig  is  going  on  a  journey  and  that  she  has  built 
a  house  for  each  of  her  three  baby  pigs.  Only  one  house  is  very  safe. 
Let  us  see  if  anything  happens  before  the  mother  comes  home."  The  child 
nnixt  want  to  >;c<i<I  the  xtori/  or  silent-study  will  not  be  effective.  When 
this  preliminary  preparation  is  complete,  when  all  new  difficulties  have  been 
met,  when  the  pupil  wants  to  read  the  story,  direct  him  to  study  a  definite 
assignment  for  future  recitation.  Then  as  he  sits  doing  his  own  work, 
watch  him  to  see  that  he  is  really  going  ahead.  If  his  words  are  trouble- 
some, your  word  preparation  lias  not  been  thorough.  If  the  thought  does 
not  hold  his  undivided  attention,  his  interest  has  not  been  sufficiently 
aroused.  He  needs  more  preparation.  Call  another  pupil  to  you  for  like 
treatment,  and  another  until  all  have  been  assigned  definite  scat-work. 
By  the'  time  the  last  pupil's  silent-study  has  boon  provided  for,  the  first  is 
doubtless  ready  for  his  recitation.  He  is  called  to  you,  shown  or  reminded 
of  the  correct  standing  position,  correct  holding  of  book  (one  hand,  left 
preferably),  and  asked  to  read.  "Who  came  to  little  pig  White's  house? 
What  did  he  do  there?",  etc.  Help  the  child  to  read  thoughts  instead  of 
words,  by  asking  him  to  read  in  answer  to  your  questions  which  call  for 
units  of  the  content.  If  you  find  that  his  seat-work  is  not  thorough  or 
extensive  enough,  let  him  go  farther  with  it.  If  he  can  acceptably  read 
his  assignment,  listen  with  interest,  comment  or  criticise  when  he  finishes, 
and  go  on  with  the  word  and  phrase  preparation  of  the  next  assignment. 


PRIMARY    HKAItlXK.  49 

The   time  should   be  so  divided   that  each  pupil   may   recite  each  day.  Other 
Those  who  recite  first  one  day  should  be  ready  to  recite  first  the  next,  for 
after  their  recitations  they  have  time  to  prepare  the  recitations  coming  work 
first  in  the  next  day's  lesson. 

The  real  aim  of  teaching  reading  is  realized  only  when  each  pupil  goes 
forward  as  fast  as  he  can.  Each  child  is  employed  all  the  time,  no  one  is 
kept  waiting  and  listening  while  some  child  plods  his  way  through  a 
sentence,  reading  words  instead  of  ideas.  Pupils  should  be  permitted  to 
hear  nothing  but  the  best  oral  reading.  Read  to  them  often  or  allow  some 
pupil  to  read  orally  any  part  of  his  lesson  he  is  prepared  to  read  well. 
( 'oinmeiit  upon  such  oral  reading,  telling  why  you  liked  it.  as.  "I  like  to 
hear  you  read.  Ned,  you  stand  so  well,  hold  your  book  so  well  and  read  so 
distinctly.  I  can  tell  just  what  you  are  saying.  It  sounds  as  if  you  are 
telling  us  a  story."  It  is  much  easier  to  lead  a  child  to  do  a  thing  cor- 
rectly by  giving  him  a  definite  idea  of  what  the  correct  thing  is,  than  to 
correct  an  error  after  it  is  made. 

It  is  desirable  that  pupils  bring  their  work  to  your  knee  just  to  feel  your 
nearness,  a  feeling  which  often  inspires  self  confidence  and  effort  as 
nothing  else  will.  It  is  good,  too,  for  you  to  feel  the  nearness  of  a  little 
body,  throbbing  and  all  a-flutter  perhaps,  with  that  feeling  of  strangeness 
during  the  first  weeks  away  from  home  and  mother. 


50 


CHICO   NORMAL    XCIIOOL. 


PART  IV. 


Class  work: 
when  taken 


First  step: 
Word  drills 


Children 
must  form 
habit  of 
independent 
pronunciation 

Phrase 
drills 


Devices 
for  word 
and  phrase 
drills 


Second  step: 

Arousing 

interest 


PRACTICAL  SUGGESTIONS. 

During  the  first  two  years  of  reading,  much  that  is  mechanical  must  be 
overcome  by  the  children  :  correct  standing  position,  correct  holding  of  the 
book,  keeping  the  place  on  the  page,  looking  from  the  book,  attacking  new 
words  through  phonics,  recognizing  word-groups,  enunciating  distinctly,  etc. 
As  some  children  form  these  mechanical  habits  more  readily  than  others, 
it  is  during  the  first  two  years  that  individual  reading  is  imperative,  but  in 
starting  the  third  year's  work  it  is  practical  to  plan  and  assign  class 
reading  lessons.  There  is  no  reason  why  individual  work  must  be  discon- 
tinued at  this  time  if  any  teacher  wishes  to  go  farther  with  it,  but  class- 
work  should  not  be  undertaken  before  the  third  year. 

The  following  steps  in  their  order  should  be  followed  in  presenting  a 
class  reading  lesson  : 

I.     Word  and  phrase  drill. 
II.     Discussion. 

III.  Silent  study. 

IV.  Oral  reading. 

The  list  of  words  for  drill  should  contain  new  and  unusual  words.  Keep 
the  phonic  words  in  a  list  separate  from  the  sight-words  and  do  not  give 
pupils  any  help  in  their  pronunciation.  Teach  them  to  apply  their 
phonics,  reciting  as  volunteers  or  as  a  class  after  enough  time  has  been 
given  for  them  to  sound  the  phonics  and  blend  them.  Children  must  be 
taught  to  attempt  pronunciation  of  new  words,  the  habit  of  attacking 
new  words  must  be  formed.  In  all  reading  work  throughout  the  primary 
grades,  children  must  be  held  to  the  application  of  the  phonics  of  the  first 
two  years. 

Phrase  drills  lend  valuable  assistance  to  effective  reading.  Include  in 
your  blackboard  lists,  such  groups  of  words  as  are  closely  connected  or  as 
are  given  as  a  phrase  in  oral  reading.  In  this  drill  the  child  is  led  to 
recognize  the  words  in  their  connected  relation  instead  of  separately. 

Devices  for  these  board  drills  should  be  so  planned  that  mechanical 
monotony  may  not  hinder  result.  No  child  welcomes  the  announcement 
that  the  word  drill  is  to  take  place  if  such  drill  is  done  always  in  the 
same  fixed  manner. 

No.  1.  Let  two  children,  each  with  a  pointer,  race  to  find  the  word 
called  for  by  the  teacher  or  a  pupil. 

No.  2.  Ask  some  one  to  climb  the  ladder,  commencing  with  the  lowest 
word  and  going  to  the  top,  no  one  pointing.  Let  another  child  descend  the 
ladder. 

No.  3.  In  concert  drill,  listen  closely  for  the  child  who  leads  out  most 
often.  Let  him  remain  silent,  having  told  him,  "I  can  hear  you  first  so 
often  that  you  need  not  recite.  Help  me  now  see  who  is  first."  Then 
select  another  who  seems  to  be  leading  the  class,  and  let  him  listen.  In 
weeding  out  the  more  capable  ones,  only  those  children  are  left  who  are 
slow  of  recognition  and  need  such  drill  most. 

No.  4.     Call  for  volunteers  to  find  and  erase  given  words. 

No.  5.  One  pupil  may  be  a  rat,  pointing  to  the  words,  while  the  other 
children,  the  cats,  try  to  catch  him  by  rapidly  reciting.  The  rat  is  caught 
if  he  moves  to  another  word,  the  last  having  been  given  incorrectly. 

The  first  step,  the  removal  of  word  and  phrase  difficulties,  having  been 
taken,  the  second,  that  of  creating  interest  in  that  particular  lesson, 
follows.  The  aim  of  this  step  is  to  create  a  desire  to  read  the  lesson.  It 
may  be  done  by  one  or  more  of  the  following  methods : 

1.  Call  up  similar  experiences  in  the  life  of  the  teacher  or  pupils. 


PRIMARY   READIXG.  51 

2.  Discuss  the  picture  briefly  if  the  story  is  illustrated.     If  a  child  gets 
part  of  the  story  from  the  picture  he  will  want  to  read  the  lesson  to  get 
the  remainder. 

3.  Bring    into    class    the    things    mentioned    in    the    lesson    if    possible,  value  of 
Pictures,   objects  or  vivid  descriptions   lend   invaluable  aid.     Pictures   of  pic.tu1^? 
natural  scenery,  an  Indian  basket,  a  bow  and  arrow,  a  starfish,  an  oriole's 

nest,  are  but  a  few  of  the  many  things  that  may  be  used  for  this  purpose. 

4.  Occasionally  read  to  the  class  a  part  of  the  lesson,  stopping  before 
the  climax. 

Now  when  steps  1  and  2  are  well  done,  the  third,  that  of  silent  study.  Third  step: 
is  one  of  pleasure  for  teacher  and  pupils.     How  eagerly  do  the  children  Silent  stu(jy 
apply  themselves  to  the  task,  feeling  their  own  growth  and  development 
because    they    are   capable   of   independent    work.     During   this    step,    the 
teacher's  task  does  not  consist  of  assisting  with  pronunciation  of  words. 
If  she  has  conducted  the  first  step  effectively,  she  is  keeping  watch  over  jeacher-s 
her  class,  ready  to  help  with  hidden  thoughts  or  by  teaching  some  children  part  of 
how  to  study,  for  not  all  pupils  have  learned  how  to  study  in  their  first  y 

year.  Three  times  through  the  lesson  is  usually  sufficient  silent  prepara- 
tion, though  pupils  should  be  encouraged  to  go  through  it  more  times,  if 
time  permits. 

The  fourth  step  is  perhaps  the  least  important  of  the  four.     It  is  the  Fourth  step: 
checking   up   of   each   child's    results,   as    taking    an    examination    follows 
preparation  for  it.     Make  sure  that  each  of  the  three  preceding  steps  are 
well  done  and  the  fourth  will  not  be  disappointing. 

Do  not  mechanically  call  upon  some  one  to  begin  oral  reading,  some  one  Require 
else  to  follow,  some  one  else  to  continue,  and  so  on.  for  such  procedure  reading  of 
will   result   in   mechanical   reading   of  words   or  sentences  by   the  pupils.  fj°"  wordT 
Work   for  the   reading  of  content   rather   than   words.     This  is   done  by 
requiring  pupils  to  read  in  reply  to  your  questions  which  call  for  units  of 
thought.     For  example,  in  reading  "The  Three  Billy  Goats  Gruff",  ques- 
tion  somewhat   as   follows :      "Where  did   these   Goats   live   and   why   did 
they  wish  to  cross  the  bridge?     What  trouble  would  they  have  in  reaching 
the  mountain-side?     Which  Goat  went  first  and  what  happened  to  him? 
Read  of  what  happened  to  Middle  Goat  Gruff.     To  Big  Goat  Gruff',  and 
so  on  for  the  whole  lesson  or  story.     You  will  find  the  children's  expression 
greatly   improved   when   they   read   units   of   thought   instead   of   rows   of 
words. 

After  a  pupil  has  started  reading  the  unit  of  thought  for  which  your  yeacner's 
question  has  called,  do  not  stop  or  interrupt  him  until  he  finishes.    Though  criticism  to 
he  makes  an  error  in  each  sentence,  do  not  stop  him.     Being  interrupted,  be  Personal 
he  is  much  more  apt  to  make  other  mistakes  than  if  he  is  permitted  to  go 
on  to  the  end  of  his  assignment  and  is  then  led  to  correct  such  errors  as 
he   may    have   made.     Never   permit   one   pupil    to   criticise   the   work   of  Ru  . 
another.     All    criticism    should    be    given    by    the    teacher,    favorable    or  to  criticise 
unfavorable,  thus  obviating  all  possibility  of  resentment  and  watchfulness  classmates 
for  the  sake  of  reporting  some  error.     Do  not  say,  "What  mistake  did  you 
'•r  "Tell  me  what  was  wrong  with  Dan's  reading?''.     If  some  child 
has   read  well,  you  may  say  to  the  next,   "See  if  you  can  read  as  well 

as ",  but  if  .some  one  has  read  poorly,  do  not  say  to  the  next,  "See 

if  you  can  do  better.''  Never  let  a  child  feel  that  he  is  held  up  to  ridicule. 
Let  him  know  definitely  what  his  difficulties  are,  where  he  may  improve, 
leave  him  with  a  desire  to  try  again.  Encouragement  rather  than  dis- 
couragement, the  positive  rather  than  the  negative  criticism  has  the  best 
effect. 

A  definite  and  tactful  assignment  of  the  next  day's  lesson  is  as  impor-  Assignment 
tant  in  reading  as  in  history  or  geography.     The  length  of  the  lesson  is  of  new 
determined  by  the  number  of  new  words  or  phrases  which  can  be  mastered       on 


52 


CHICO   NORMAL 


Habits  to 
be  formed 
in  primary 
reading 


Supplemental 
reading: 
When  begun 


in  the  word  and  phrase  drill.  The  new  lesson  should  include  only  that 
number. 

No.  1.  Standing  squarely,  away  from  desk  or  table,  holding  book  in 
one  hand,  and  looking  from  book. 

No.    2.     Enunciating  distinctly. 

No.  </>.     Attacking    and    studying    unfamiliar    words    independently. 

No.    4.     Recognizing  words  in  groups  ;  phrasing. 

No.  ;").  Comprehending  the  meaning  of  the  author  and  entering  into 
the  feeling  of  what  is  read. 

No.  6.  Connecting  what  is  read  with  his  own  experiences  or  what  he 
has  heard  or  read. 

No.    7.     Reading  fluently. 

No.    S.     Expressing  his  candid  opinion  about  what  he  reads. 

No.    9.      Inquiry  about  anything  which  he  does  not  understand. 

No.  10.     Reading  outside  of  school. 

Supplemental  reading  should  not  begin  later  than  the  second  half  year ; 
some  teachers  may  wish  to  start  it  in  the  first  half  year.  By  the  middle 
of  the  first  year,  enough  phonics  has  doubtless  been  mastered  to  insure 
comparative  independence  in  reading  any  primer,  those  words  not  having 
been  prepared  for  through  phonics,  being  taught  as  sight  words.  In 
grades  above  the  first,  classes  should  read  as  many  books  as  is  possible 
each  year,  omitting  from  each,  such  material  as  is  not  worth  while.  If  it 
can  be  arranged,  provide  each  child  with  two  supplemental  books,  one 
being  used  for  Friday  work,  in  which  each  child  is  permitted  to  select 
and  prepare  the  lesson  he  wishes  to  read.  In  this  case  the  four  steps  of 
the  lesson  are  not  followed,  only  silent  study  and  oral  reading  being  given. 
Each  pupil  is  given  individual  word  and  phrase  drill  during  silent  study. 
In  the  oral  reading,  require  all  except  the  one  reading,  to  close  their  books 
and  listen  politety.  Each  child  then,  as  he  reads,  has  a  listening 
audience  and  is  reading  in  the  truest  sense  of  the  word. 


FOURTEEN  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 


This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


LD  21-100m-2,'55 
(B139s22)476 


General  Library 

University  of  California 

Berkeley 


